Getting Unstuck: No Matter Your Age, the Secrets Behind Moving Through Daily Routines

Diane Marti Author

04/06/2020 Added

26 Plays

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2020 ASD Network Conference Breakout Session

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[00:00:00.840]The first ever, right?
[00:00:02.640]This is first ever, we're all experiencing
[00:00:05.920]so many first evers, I've decided I'm not going
[00:00:09.560]to even start counting anymore.
[00:00:12.510]And I'm going to, just to make sure I know how to do this,
[00:00:17.640]make sure everybody can see.
[00:00:19.640]And I'm hoping I can make myself through this PowerPoint.
[00:00:25.420]I am here in my living room, and behind me,
[00:00:28.190]I do have a cat.
[00:00:29.350]I actually have several animals in my room here,
[00:00:32.790]I'm thinking they really like that I'm home,
[00:00:35.570]they all hang out with me.
[00:00:37.900]And I'm Dr. Diane Marti, and today,
[00:00:41.080]I have my masters intern Shae Taylor.
[00:00:43.970]She has been hanging with me since September
[00:00:46.330]and she has been working with Lily,
[00:00:48.540]who you're gonna get a chance to hear about today.
[00:00:51.410]And Amanda is Lily's mom and she's gonna come on near
[00:00:54.830]the end so she can talk a little bit
[00:00:56.630]about how the techniques that I'm gonna talk
[00:00:59.610]to you all about today has really helped with her daughter.
[00:01:03.940]And for me, when I was thinking
[00:01:06.290]about how I wanted to present,
[00:01:07.770]I have a lot of people that I work with
[00:01:09.640]who are adults on the spectrum and getting stuck as,
[00:01:15.080]it's what we all work through and we really struggle,
[00:01:18.050]of course, with, and I thought, man,
[00:01:20.890]these things help kids, these ideas
[00:01:22.860]are gonna help my adults on the spectrum as well.
[00:01:27.350]So I'm gonna try to move on to my next slide,
[00:01:29.810]so let's see here.
[00:01:32.090]Of course, we all, I thought that was interesting,
[00:01:34.210]the etiquette, I guess we don't have Q&A, so never mind.
[00:01:37.500]And now Shae already told you about the chat.
[00:01:39.670]What I've learned, 'cause I've been,
[00:01:41.100]this is my fourth webinar in the last week,
[00:01:43.540]I was telling Ashley, I'm up to 25,000 minutes Zooming
[00:01:48.010]and webinaring, I've been doing a lot of telehealth
[00:01:49.960]with mental health practitioners
[00:01:51.330]across the state of Nebraska just because
[00:01:53.150]of this thing that's happening outside of all of our bedroom
[00:01:56.540]or living room windows, et cetera, the COVID-19.
[00:02:01.060]It's been a crazy, crazy time, but when,
[00:02:04.100]if we don't get to all the questions
[00:02:06.180]that might come up in chat, please know that
[00:02:08.750]I know that we can access them
[00:02:10.520]and we will definitely get to your questions,
[00:02:13.860]even if it's after today's seminar.
[00:02:15.800]I was thinking we've got an hour and 15 minutes, and dude,
[00:02:18.610]I think I need eight hours to talk
[00:02:20.660]to you all about this stuff.
[00:02:23.000]You can read what's on your screen right now,
[00:02:24.910]that's what we're gonna be talking about.
[00:02:27.230]But as you're reading on the screen,
[00:02:29.410]I need to tell you that the reason
[00:02:32.560]that I really wanted to do this
[00:02:34.210]was because every session I start with my kids,
[00:02:37.200]my parents who've just been diagnosed in their family
[00:02:40.120]was someone or themselves, usually, they ask,
[00:02:43.300]where do you start, what are we gonna do?
[00:02:45.180]And I'm like, we're gonna, we need to talk about SCRAP.
[00:02:48.650]Now, I used to, I never called it SCRAP before,
[00:02:51.220]so I'm gonna go 20 years ago, long time,
[00:02:54.130]when I kept talking about the need for structure
[00:02:57.517]and how important consistency and routine is
[00:02:59.720]for our individuals on the spectrum.
[00:03:01.347]And I decided to make it a word.
[00:03:04.031]So that's what I think is helpful to remember,
[00:03:08.030]so that's what we'll be talking about today.
[00:03:10.200]And in general, when we get to the end,
[00:03:11.850]what we're gonna do, so Shae is gonna come on next.
[00:03:15.130]I figured, when Shae comes on, she's gonna,
[00:03:18.480]I call her my nerd, so I told her I'd call her a nerd
[00:03:21.430]and she said she's okay with that.
[00:03:23.340]But I wanted some neuroscience, I wanted some research
[00:03:28.780]to say what we're gonna talk about is individuals
[00:03:33.250]who have brains who are atypical.
[00:03:36.200]And what we're gonna talk about is real,
[00:03:39.520]and I can't tell you how many times I have parents
[00:03:41.780]or maybe whoever in the individual's life that will say,
[00:03:46.603]it's a choice, this is, this meltdown,
[00:03:49.360]they could handle this, or they were just wanting
[00:03:51.870]to get their way, et cetera.
[00:03:54.010]And for me, it's like, no, I've been doing this now
[00:03:58.870]I'm gonna say for sure 20 years, and my partner,
[00:04:02.210]Dr. Caryll Palmer Wilson, was a huge teacher for me,
[00:04:06.660]'cause she what called an aspie,
[00:04:08.410]a PhD brilliant psychologist.
[00:04:11.170]But she taught me a lot of these techniques and ideas,
[00:04:15.530]and they are so true today as they were 20 years ago.
[00:04:19.440]And they're gonna be true in 20 years from now,
[00:04:21.560]so this is important stuff.
[00:04:23.450]So you're gonna hear from Shae, and I know she might feel
[00:04:27.180]a little overwhelming with what she's gonna talk about.
[00:04:30.300]But I'm gonna take it from there
[00:04:32.030]and make it real simple for everybody, so that way,
[00:04:34.220]you can get a sense of why people struggle with change,
[00:04:39.300]and then I'm gonna teach you some great skills today,
[00:04:42.270]I'm excited about that.
[00:04:44.050]All righty, so I'm gonna move on and we're gonna,
[00:04:47.050]I'm gonna stop sharing and Shae, please come on in.
[00:04:51.701]Hello.
[00:04:52.540]Hi, everybody.
[00:04:53.730]My name is Shae, like Dr. Marti said,
[00:04:55.610]I'm her masters level intern.
[00:04:58.420]And so let me, I've never shared my screen,
[00:05:01.730]so let me try to get this up.
[00:05:06.860]And I am by no means an expert on this,
[00:05:10.650]but I did look into the research
[00:05:12.800]and I wanted to just share some things
[00:05:15.890]that are different in the brain
[00:05:17.890]between neurotypical individuals
[00:05:19.550]and the individuals on the spectrum.
[00:05:22.360]And so the first thing I'm just gonna talk about
[00:05:24.230]is future thinking ability.
[00:05:27.540]And so there's two types of memory,
[00:05:30.090]there's semantic memory and then there's episodic memories.
[00:05:33.240]And so semantic memory is basically just knowledge,
[00:05:38.380]random facts, things like that.
[00:05:39.800]And so an example of that would be Lincoln
[00:05:42.470]is the capital of Nebraska.
[00:05:44.880]And then there's episodic memories,
[00:05:47.170]and these memories are memories about personal experiences.
[00:05:52.870]And so an example of that would be
[00:05:55.230]an individual recalling their first day of school.
[00:05:59.050]And so episodic memories are the memories
[00:06:01.660]that I'm gonna focus on right now.
[00:06:04.090]And past research has found that episodic memories
[00:06:09.010]are closely linked to future thinking ability.
[00:06:11.730]And so an individual's ability to think about themselves
[00:06:15.540]in the past affects if they can think
[00:06:18.400]about themselves in the future.
[00:06:20.380]And so what this has to do with individuals on the spectrum
[00:06:23.510]is that research has found that they have impairments
[00:06:26.530]in their episodic memory, and so they are actually unable
[00:06:29.690]to think of themselves as existing over time, I guess.
[00:06:36.240]And so part of this is that self-projection,
[00:06:41.220]where you can see yourself in the past
[00:06:43.520]and so you're able to see how things would be in the future.
[00:06:49.757]And so they may imply, so this research
[00:06:53.810]that I've listed below may imply that these individuals
[00:06:57.100]have difficulty with re-experiencing past selves
[00:07:00.640]and then pre-experiencing future selves.
[00:07:03.390]And then, so we're gonna move on
[00:07:05.070]to difficulty managing multiple choices,
[00:07:07.620]and so I found this really great quote by Temple Grandin.
[00:07:11.580]When they asked her what it's like
[00:07:13.310]to be faced with multiple choices,
[00:07:16.670]she said that she becomes very locked up
[00:07:19.730]and overloaded with pictures coming in all at once.
[00:07:22.170]And I think, when working with individuals
[00:07:24.670]who are on the spectrum, they do describe a lot
[00:07:27.900]of feelings of being overwhelmed
[00:07:32.240]when they have to make decisions.
[00:07:33.830]And so the research that I've listed on this slide,
[00:07:37.000]they mainly did autobiographical accounts.
[00:07:39.780]And so what they actually found was individuals
[00:07:44.400]on the spectrum who are faced in ambiguous situations,
[00:07:47.560]they use logic or rules, things like that,
[00:07:50.720]versus using emotions.
[00:07:53.340]Which is different than individuals that are neurotypical.
[00:07:57.560]They often use heuristics, which are basically guides
[00:08:02.110]to guide their decision making process.
[00:08:04.770]And so these individuals are a lot more flexible
[00:08:08.420]and have a lot more self-control.
[00:08:10.840]And when individuals on the spectrum,
[00:08:14.080]they don't use heuristics, and so when they're not able
[00:08:16.330]to do that, they encounter this phenomenon known
[00:08:20.040]as cognitive overload.
[00:08:21.410]And so that's that feeling that Temple Grandin
[00:08:24.160]is discussing here that she's feeling so overwhelmed
[00:08:28.070]because she's unable to differentiate certain aspects
[00:08:32.680]of these choices.
[00:08:36.440]And so part of using heuristics
[00:08:43.470]is that you're using your past experiences
[00:08:47.640]and you're using your intuition where,
[00:08:50.760]like I said before, individuals
[00:08:52.010]on the spectrum use more logic than anything,
[00:08:54.050]and so it's a lot harder for them
[00:08:55.350]to pick out the missing pieces within certain choices.
[00:09:03.020]And then obsessions and restricted interests.
[00:09:05.990]And so when diagnosing someone with ASD,
[00:09:08.713]some of the symptoms are obsessions
[00:09:10.900]and rigid, restricted interests.
[00:09:14.830]And so what research has found is that restricted interests
[00:09:18.950]are actually very intrinsically motivating.
[00:09:22.020]Individuals with ASD often find this very pleasurable,
[00:09:28.190]and so they pursue these behaviors
[00:09:30.920]and that reinforces these behaviors to continue.
[00:09:34.700]They also thought that maybe it was a coping response,
[00:09:37.010]so when an individual becomes really overwhelmed,
[00:09:40.220]they are likely to participate
[00:09:42.130]in those restricted interests or behaviors.
[00:09:44.710]And so one of those things is you can see young children
[00:09:47.380]clapping their arms or things like that,
[00:09:50.320]that show that they're overwhelmed,
[00:09:51.730]and that's how they're trying to distract themselves
[00:09:53.680]or avoid that distress.
[00:09:55.640]And then, along with ASD, there is comorbidity
[00:09:59.410]with a lot of anxiety diagnoses.
[00:10:02.490]And so that's another part of this is that they believe
[00:10:06.290]that restricted interests are a way for them
[00:10:09.150]to cope with that, and so neurotypical individuals
[00:10:11.800]often use pretend play in order to cope with anxiety.
[00:10:15.930]And so, although restricted interests can look like a form
[00:10:20.370]of pretend play, the theme of the restricted interests
[00:10:23.540]is not actually related to the problem
[00:10:29.860]in which the individual is trying to cope.
[00:10:33.560]And then finally, why are routines important?
[00:10:35.760]So I think we can all agree that routines are important
[00:10:38.520]for anybody and everybody.
[00:10:40.820]It's a way to create rhythm in our life,
[00:10:43.530]to create structure and things like that.
[00:10:45.297]And so this is especially important
[00:10:47.120]for individuals with ASD.
[00:10:49.400]A lot of individuals with ASD will say
[00:10:51.720]that they live in a world of chaos.
[00:10:54.990]And so this is a really great way
[00:10:56.690]to regulate all their emotions that are coming in all
[00:10:59.400]at once, they're met with a lot of stimuli
[00:11:01.910]and things like that, and so it's an easier way
[00:11:04.550]to make sense of a very unpredictable world for them.
[00:11:08.240]And then again, going back to the restricted interests,
[00:11:11.940]because they're so able to create
[00:11:14.470]those restricted interests, the routines actually
[00:11:17.730]come very naturally to them, and so it's easy
[00:11:19.640]for them to develop.
[00:11:20.473]And so this is a great way for them to cope with anxiety
[00:11:25.690]in a healthy way that actually does manage all
[00:11:29.190]of this distressing, all these negative encounters
[00:11:31.850]that they're having.
[00:11:33.380]And so with that, that is my portion of it,
[00:11:36.670]and I know Dr. Marti should be popping back
[00:11:39.500]on here pretty soon and explaining
[00:11:41.090]what all of that means in regards to working with clients
[00:11:44.560]on the spectrum, so I will stop sharing my screen.
[00:11:48.680]Oh, just kidding.
[00:11:50.170]Maybe.
[00:11:51.003]Thank you, Shae.
[00:11:53.070]So there you go, there's a nice brief overview of why
[00:11:59.670]what we're gonna talk about today is so important.
[00:12:03.480]And this is gonna be popping past her slides,
[00:12:08.130]and what we're gonna do is get to, what is this?
[00:12:15.570]Actually, I did a webinar with a part of,
[00:12:19.860]we were talking about telehealth
[00:12:21.330]for mental health practitioners,
[00:12:23.610]and I just love this picture.
[00:12:26.500]Change is coming, but it's going to be okay.
[00:12:29.890]And that's how we are all right now in this new world,
[00:12:33.448]we are coping, we're managing, and we're gonna be okay.
[00:12:39.630]But the interesting part to me is this next,
[00:12:42.240]this is gonna blow your, it's a little bit,
[00:12:44.860]a lot going on here, right, chaos in this brain.
[00:12:48.460]When I saw that picture on Google,
[00:12:52.440]wherever I found it on Google, I just thought, oh,
[00:12:54.560]that's it, that to me is the inside
[00:12:57.940]of our individuals' brain on the autism spectrum.
[00:13:02.070]I hope nobody takes offense, but it's chaos, right,
[00:13:04.650]it's like, to me, no one really understands
[00:13:09.540]how our kids or the adults on the spectrum really,
[00:13:15.190]what they got going on.
[00:13:16.250]Because you look at them and you go, oh,
[00:13:18.140]they got it together, they're really smart.
[00:13:19.750]But if you only had a clue what was going on
[00:13:22.520]inside their brains, it is just very difficult.
[00:13:26.430]And I thought to myself, how interesting,
[00:13:29.090]here we are talking about how we can help our individuals
[00:13:32.930]on the spectrum or be able to understand or help.
[00:13:36.630]But every single person on this planet
[00:13:39.320]is experiencing chaos right now.
[00:13:42.040]And it's like, what we're gonna talk about right now,
[00:13:44.700]if you're not on the spectrum,
[00:13:46.340]you might like these techniques
[00:13:47.850]to help you get through your day.
[00:13:49.027]'Cause I don't know how many of you out there
[00:13:51.257]are trying to work from home and work around dogs
[00:13:53.780]and kids and whatnot, so I don't know, it's just,
[00:13:57.500]in some weird way, I think everybody is experiencing
[00:14:02.430]the world of an individual on the autism spectrum
[00:14:05.240]in a very unique and different way.
[00:14:08.250]So coming back to SCRAP, SCRAP is something
[00:14:11.110]that I think is very helpful.
[00:14:15.050]And I wanted to do a shout out real quick
[00:14:17.200]with Dr. Natalie Swift.
[00:14:20.260]Loved working with her, she and I worked together
[00:14:22.450]at the Autism Center in Nebraska
[00:14:24.810]and she and I supervised their risk clients,
[00:14:30.080]and these are individuals who are deemed
[00:14:32.160]with a developmental disability and really the need
[00:14:35.710]for SCRAP in their routines is just huge.
[00:14:38.670]And so we've been teaching SCRAP and trying to build this
[00:14:42.580]into daily routines now for a while
[00:14:45.230]and have been finding some really great success for adults
[00:14:49.220]that are really struggling with this,
[00:14:50.930]and you're gonna, again, learn about how this works
[00:14:53.630]with this (mumbles) today as well and et cetera.
[00:14:57.240]So the components of SCRAP, there they are.
[00:15:00.520]So let me just give you a little overview of what they are.
[00:15:04.220]So here's S, S is for structure.
[00:15:09.330]And this is so obvious, right,
[00:15:13.960]it's just like, everybody's like, sure, this makes sense.
[00:15:17.100]But the structure is, think of it as scaffolding,
[00:15:21.080]think about, as you're moving forward to put
[00:15:24.040]a plan together that you're gonna be learning about today,
[00:15:27.520]I am wanting you to understand the importance
[00:15:30.140]of this concept of SCRAP into the planning
[00:15:34.150]and routines you're gonna start putting together
[00:15:36.240]for your kids or for yourself.
[00:15:38.880]And think of it as important building blocks,
[00:15:41.660]what's necessary.
[00:15:42.980]And in ways, I'm thinking of Lily,
[00:15:45.290]we'll be hearing about Lily today,
[00:15:47.610]the important structures for her were her morning
[00:15:50.320]and bedtime routines, it was hygiene,
[00:15:52.840]it was bath time, brushing teeth.
[00:15:54.900]It was moving into meals, it was moving
[00:15:58.050]into family routines, and as her mom Amanda was working,
[00:16:02.490]oh, and then homework, can't forget about that,
[00:16:04.370]how many of you try to get this homework thing on target
[00:16:09.580]and really have a hard time moving between
[00:16:11.900]and transitioning, et cetera.
[00:16:13.290]So I'll talk, I'll be visiting about this some more,
[00:16:17.090]so I'm just giving you a little overview in some way.
[00:16:20.530]So the C stands for consistency.
[00:16:23.010]And think what gets in the way,
[00:16:25.600]as far as how we're gonna put consistency into the plan.
[00:16:30.480]And I think the example that I'm gonna refer to,
[00:16:35.690]I have a wonderful 10 year old grandson,
[00:16:38.280]his name is Jackson.
[00:16:39.770]I diagnosed him at three months, I'm telling you,
[00:16:42.820]you see this in children very early on, and my grandson, he,
[00:16:48.700]the professionals, quote professionals,
[00:16:51.380]they didn't diagnose until he was I think two to three.
[00:16:54.350]And I waited 'cause I'm grandma, but I was just like, eh,
[00:16:58.440]we gotta, this diagnosis is necessary.
[00:17:01.460]And the consistency piece for him is, I'm trying to,
[00:17:07.400]I'm picking him up for swimming lessons.
[00:17:10.320]He loves swimming lessons and he loves his grandma,
[00:17:12.560]I'll tell you, but he happened to be on his iPad
[00:17:15.700]and he was doing Roblox, I think that's what it's called.
[00:17:19.890]And grandma shows up, and there wasn't enough,
[00:17:24.045]it was out of his routine in that time,
[00:17:26.140]and he had a meltdown.
[00:17:28.110]Grandma taking him to swimming lessons,
[00:17:29.910]of course he wants to do that, but yeah, he's on his iPad
[00:17:33.530]and he was playing Roblox, so it's just a good example
[00:17:37.020]of learning how we can preplan and avoid those kinds
[00:17:41.760]of things because it's not necessary.
[00:17:44.870]The next one we're gonna look at is routine,
[00:17:48.020]so the R stands for routine.
[00:17:50.530]Obviously, all these are connected in some ways,
[00:17:52.860]but the piece about that routine is I think,
[00:17:55.480]as I say here, everybody loves a great routine.
[00:17:59.410]But I'm also, I think most of you see that some of us
[00:18:02.820]are so stuck in that routine, we have to also make sure
[00:18:07.580]we're gonna build in some flexibility as well,
[00:18:09.770]and I'll be talking a little more about that.
[00:18:12.680]The next one is accountability.
[00:18:15.100]A for accountability, love this one.
[00:18:18.460]So what options do you have if there's a refusal
[00:18:21.340]or shutdown?
[00:18:22.900]Again, to the zones I'm gonna be presenting next,
[00:18:26.270]so I just wanted you to keep this in mind.
[00:18:28.840]I do, I am gonna talk about that,
[00:18:30.650]as we put this routine together,
[00:18:32.510]we're using SCRAP to build it.
[00:18:35.460]You're all out there sitting, thinking, yeah,
[00:18:37.770]that's great, we have this routine for morning time,
[00:18:41.870]but my individual might not wanna do it,
[00:18:44.310]what do I do with a refusal or shutdown?
[00:18:46.720]So again, I'm gonna address that,
[00:18:49.300]but there's gotta be an accountability piece
[00:18:51.350]when we put this schedule together,
[00:18:53.220]what happens if our individual doesn't wanna do it.
[00:18:56.550]So we need to be prepared with options when this happens,
[00:18:59.750]and I'll talk a little more about that,
[00:19:01.380]but the other piece I really wanted to say,
[00:19:03.660]which I find fun, is that accountability is two ways.
[00:19:08.380]And having raised five kids myself,
[00:19:11.410]I remember at some point, one of my kids said, hey, mom,
[00:19:15.400]I said, five minutes, and they said,
[00:19:17.000]is that the short five minutes
[00:19:19.150]or is that the long five minutes?
[00:19:21.190]And I remember thinking, hah, yeah, yeah.
[00:19:24.160]So what I say, I need to make sure
[00:19:27.180]I'm gonna follow through with and not just push off.
[00:19:30.990]So if you are coming forward with here's
[00:19:34.090]how we're gonna do this and what you're gonna earn
[00:19:36.240]if you get your goals done, et cetera,
[00:19:39.330]we need to make sure that we're accountable ourselves
[00:19:43.230]and we follow through with what we need
[00:19:45.120]to follow through with.
[00:19:47.420]And finally, the P, just, it made my word,
[00:19:51.070]to be honest, SCRAP.
[00:19:53.840]Predictability, everyone knows what will happen if.
[00:19:57.470]Protects us from feeling overwhelmed with what now feelings,
[00:20:02.780]and that goes back to what Shae was talking about,
[00:20:04.900]that lockdown.
[00:20:06.550]And I know some of you out there, people I've worked with,
[00:20:11.240]and I can just think about how I'm told,
[00:20:14.940]when I become so overwhelmed, I just, things just,
[00:20:18.480]I just lock down, I'm just overwhelmed.
[00:20:21.480]So if we have a plan or if your child's having a meltdown
[00:20:25.350]or if, with my grandson Jackson, it was like,
[00:20:28.540]he was just shut down, the plan is,
[00:20:30.780]what are you gonna do about it and what options do we have?
[00:20:33.210]Make sure there are very few, but you do have a plan.
[00:20:37.680]Okay.
[00:20:39.310]Another technique, if you will, I wanna talk,
[00:20:41.710]just keep in mind is scrapping the gray,
[00:20:43.810]what does scrap the gray means?
[00:20:45.240]So now that we all know what SCRAP means, remember,
[00:20:47.490]structure, consistency, routine,
[00:20:50.080]accountability, and predictability,
[00:20:53.190]how do we bring SCRAP to gray?
[00:20:56.090]And I might offer the idea that life is gray.
[00:21:01.450]Hate to say that to all you aspies out there,
[00:21:04.180]but everything's not black and white,
[00:21:06.930]there's gonna be change.
[00:21:08.640]Gray is the space between point A and point B.
[00:21:14.740]And there's all sorts of A sub As and B sub Bs in there.
[00:21:20.830]Good example for gray would just be what happens
[00:21:23.210]when a weekend comes and our routine is not score anymore,
[00:21:26.660]how about summer, how about major break, holidays?
[00:21:30.910]For Lily that you're gonna hear from mom,
[00:21:34.250]it's relatives coming over.
[00:21:36.040]And there's changes in meals and expectations,
[00:21:39.270]and how do you prepare yourselves for that?
[00:21:41.930]So SCRAP the gray is just a concept
[00:21:45.210]I like to keep that in mind.
[00:21:49.040]All right, so here is some ideas around
[00:21:54.540]how to develop zones.
[00:21:57.500]Okay, so what you saw in the opening,
[00:22:01.450]we talked about color zones.
[00:22:03.700]I think it's really important not to,
[00:22:05.180]I don't wanna step on the toes of the color zones
[00:22:10.800]of self-regulation, because those are powerful,
[00:22:14.860]well written about techniques.
[00:22:16.940]Green, we're good, yellow, we're feeling irritable,
[00:22:19.900]red, we all know what red is.
[00:22:22.900]But I feel like what I'm gonna talk to you about today
[00:22:25.510]can easily be worked into the concept
[00:22:29.807]of colors, if you will.
[00:22:32.517]And the reason is, we wanna move forward
[00:22:36.140]and take away words.
[00:22:37.690]We don't wanna be sitting here telling our kids
[00:22:40.260]they need to do blah blah blah
[00:22:42.070]and they're gonna tell us blah blah blah.
[00:22:45.760]The zones can, I actually had a family once that said
[00:22:49.080]that they actually wanted to name the zones
[00:22:51.300]by their child's favorite cartoon characters or something,
[00:22:57.130]or we could call them animals.
[00:22:58.860]Honestly, we can call the zones anything you want.
[00:23:02.640]I just want to get the concept that a zone
[00:23:07.220]is a time with goals that are going to be predetermined
[00:23:12.960]and that the rules within that zone
[00:23:15.610]are gonna be predetermined.
[00:23:17.200]And as the person goes through the rules and checks off,
[00:23:21.560]they get to make it to the next zone.
[00:23:24.410]You'll see an example soon so it'll make more sense,
[00:23:27.120]but I also wanted to say, for my adults out there
[00:23:31.040]who have executive functioning difficulties,
[00:23:33.670]getting themselves unstuck 'cause they're on their computer
[00:23:37.330]or they're thinking about their favorite thing,
[00:23:39.570]these are some rules that they can make up for themselves.
[00:23:42.640]For example, when I wake up, I'm gonna be
[00:23:44.740]in my morning routine and I will only be doing A, B, and C,
[00:23:48.520]nothing else, I need to keep myself focused
[00:23:50.960]on what my simple goals will be.
[00:23:54.480]I wanted to, if, I know Mara is out there, hi, Mara.
[00:23:58.440]Mara brought this book to me, I'm gonna just show you,
[00:24:01.380]I'll have the resource for you,
[00:24:04.470]but it's actually called First Broccoli,
[00:24:08.090]Then the Ice Cream.
[00:24:10.440]And it's a book that was written by Dr. Tim Riley,
[00:24:13.020]who actually, he went through the same training program
[00:24:16.170]I did at the University of Nebraska, School Psychology.
[00:24:19.640]And so when Mara brought this book to me, I went, hah,
[00:24:22.970]this is somebody I studied with,
[00:24:24.620]trained under my same training.
[00:24:26.820]But it's a great book.
[00:24:28.260]And when Mara talked about it with all of her children,
[00:24:32.270]she was like, this deliberate discipline piece
[00:24:34.620]was amazing, it's wonderful.
[00:24:37.380]But it talks about, yeah, we gotta do certain things first,
[00:24:41.450]like maybe homework, before we get on our iPad,
[00:24:44.600]maybe we need to get that bath done
[00:24:46.700]before we get on the iPad.
[00:24:48.940]In the case of my grandson Jackson,
[00:24:51.480]maybe no iPad 'cause grandma is gonna be coming,
[00:24:54.537]she just said be ready to get up and go to swimming lessons.
[00:24:58.580]So the techniques within putting zones together,
[00:25:02.430]we don't have time, like I said, I could do eight hours
[00:25:04.770]on this whole process, but I think this book
[00:25:08.860]is a good reference for you if you wanna read a little more
[00:25:11.900]about thinking how do I incorporate discipline
[00:25:14.560]and those pieces in there.
[00:25:16.610]The sure I will is another actually just a reference just
[00:25:19.760]to throw out there, again, I will have
[00:25:21.700]to give you links to this.
[00:25:23.700]But the sure I will is actually a compliance program,
[00:25:27.440]for our behavioral analysis out there,
[00:25:32.520]they probably are familiar with it,
[00:25:34.260]but it's pretty much saying, I'm going to give a command,
[00:25:37.380]it's going to be what we want the child to do,
[00:25:40.160]we're not gonna ask please or will you consider giving me
[00:25:44.360]the remote?
[00:25:45.310]They could say no, yeah, no, it's a direct request.
[00:25:49.040]And if they don't respond by the second request,
[00:25:53.160]then you move into a timeout condition.
[00:25:56.550]And I wanted to bring that up, because that is
[00:26:00.060]the fundamental piece of zones.
[00:26:02.050]The zone is, if you're in, which we're gonna learn
[00:26:04.870]about Lily, she starts in yellow in her day.
[00:26:07.680]And the rules are predefined
[00:26:09.100]'cause mommy used SCRAP to put them together.
[00:26:12.090]She is going to do X, Y, and Z.
[00:26:15.940]Basically what we're saying, if we're not doing
[00:26:18.200]those things, then we don't get to do anything else,
[00:26:20.840]it's like you're in yellow or you're in nothing, in a way.
[00:26:25.150]So we can talk a little more about that later,
[00:26:27.020]but I just wanted to put that out there,
[00:26:29.170]that zones are about basically putting a structure
[00:26:34.480]and parameters around the expectations
[00:26:36.410]that we want from our children
[00:26:38.610]in terms of moving through our day.
[00:26:40.770]And yes, it is building in times where they get
[00:26:42.990]to do the things that they really love to do.
[00:26:45.860]But we need to have that predetermined.
[00:26:48.080]So the other important piece here
[00:26:50.050]is zones should not be developed around time, of course,
[00:26:53.040]unless we have a doctor's appointment
[00:26:55.270]or we have to get on the bus for school
[00:26:57.080]or there is a time component that we cannot get around.
[00:27:01.500]But what I love about zones is that, and what you'll learn
[00:27:05.340]with Lily is that she's got some things to get done,
[00:27:08.940]and then the quicker she gets them done,
[00:27:10.780]she gets to move into her preference time,
[00:27:15.700]which we'll hear about.
[00:27:16.810]But it's one of those things where,
[00:27:18.840]if you have a work zone, for example,
[00:27:21.000]that you defined, I got chores for you
[00:27:22.880]of two tasks you need to do.
[00:27:25.070]And we're in I like to think orange
[00:27:26.610]for construction and work.
[00:27:28.350]Your child's in construction time.
[00:27:30.630]And they say, I don't wanna do it, and you're like, oh,
[00:27:32.870]all right, well, you're in orange time,
[00:27:34.410]so you don't get to move on to a privilege
[00:27:37.560]or whatever until you get that done.
[00:27:39.100]So it's just giving you a basis of,
[00:27:42.010]it could last all day, I suppose, but they learn over time
[00:27:45.280]when you can get this in.
[00:27:46.700]And the final note here is that just that zones
[00:27:48.670]can be for all family members.
[00:27:51.850]As I think about morning routine, we all need it.
[00:27:54.640]So we're all in yellow together, we can define it.
[00:27:57.320]So it doesn't have to just be for your individual
[00:27:59.740]on the spectrum to somehow have them be treated differently
[00:28:03.700]than the rest, we all need this structure.
[00:28:05.870]So we can be flexible with that.
[00:28:09.500]All righty.
[00:28:10.333]So we're gonna meet Ms. Lily and how the zones helped her.
[00:28:15.770]I would like to invite Amanda on.
[00:28:18.710]And Amanda has agreed to make this make sense for you.
[00:28:24.930]I've just been talking 20-30 minutes, whatever it's been,
[00:28:27.740]and I swear, what I just said to you all, I said it,
[00:28:30.640]I've said it a thousand, a million times
[00:28:32.780]over the last 20 years, right.
[00:28:34.970]And Amanda has, she would come into sessions with me
[00:28:39.680]and we'd talk about this and then she'd come back,
[00:28:42.280]and she was just doing some pretty amazing things
[00:28:47.530]with what I was teaching her.
[00:28:49.670]So I was so impressed, I just said,
[00:28:51.940]can you come and can you share with us?
[00:28:54.410]So as we're probably finding Amanda out there,
[00:28:57.590]'cause I know Ashley's gonna help me with that,
[00:29:00.400]I'm gonna introduce Lily to you.
[00:29:01.960]So she was, it was after her kindergarten year.
[00:29:07.030]And her mom brought her to me with a question
[00:29:10.340]of whether or not she's on the autism spectrum.
[00:29:13.420]And of course, I meet Lily and she's one of those that,
[00:29:19.720]I'm not surprised no one diagnosed her earlier.
[00:29:22.450]Very verbal, very smart little girl, just she's,
[00:29:26.920]she just had all sorts of interesting energy in her,
[00:29:29.960]but so sensory, so sensory.
[00:29:32.820]So she really had some routines
[00:29:36.250]that I don't think others really understood just
[00:29:38.830]how overloaded she was.
[00:29:42.170]And this is a good time actually
[00:29:45.160]to do a shout out to Therapy Works, I'm super,
[00:29:48.360]they're an occupational therapy, speech therapy.
[00:29:51.480]And they have just recently started practicing
[00:29:55.100]their business out of my office in Lincoln.
[00:29:57.600]I love it because we've got Lily who sees her OT on Monday
[00:30:02.420]at the same office that Lily sees her, she gets to work
[00:30:05.580]with Shae and I get to work with Shae's mom.
[00:30:08.010]And it's all being done in this very integrated manner.
[00:30:11.460]And so this occupational therapy for Lily
[00:30:14.610]has just made huge changes for her.
[00:30:17.770]Anyways, I think I digress.
[00:30:19.380]She, I diagnosed her with autism.
[00:30:21.680]And some important pieces with Lily is that I liked
[00:30:26.290]what Shae was talking about in terms of the play.
[00:30:29.547]And one would think that Lily was just a real creative play,
[00:30:34.640]engaged in creative play, but man,
[00:30:36.550]Lily has an imaginary world, and I wanna say Paw Patrol,
[00:30:42.010]and her imaginary friend.
[00:30:43.730]And you watch Lily and she, that is
[00:30:48.610]in her head all the time.
[00:30:52.060]It is how she's thinking about these characters, et cetera,
[00:30:57.230]and they're very real for her.
[00:30:59.080]And what mom had really experienced, and by the way,
[00:31:03.510]if Amanda's out there, just show your video
[00:31:06.460]and just come on.
[00:31:08.910]So right now would be great if you can join us.
[00:31:12.010]And if, for some reason, I can't find Amanda,
[00:31:14.880]I'll just keep talking.
[00:31:16.730]But she, oh, there you are, I see you.
[00:31:21.840]So now Amanda's coming on.
[00:31:24.460]Hi, Amanda.
[00:31:26.090]Hello.
[00:31:28.640]So Amanda is Lily's mother, and we had planned
[00:31:33.960]for Amanda to be at this conference
[00:31:35.920]where the rest of you all are.
[00:31:38.070]And she would've enjoyed the day
[00:31:39.860]and all the different presentations,
[00:31:41.820]but Amanda agreed to come talk about Lily
[00:31:44.270]and how the zones worked for her.
[00:31:46.510]And Amanda was a little worried,
[00:31:47.690]'cause she's at home with Lily.
[00:31:48.990]And I hope it's gonna be fine,
[00:31:51.440]'cause we all are at home, right.
[00:31:53.840]Yeah.
[00:31:55.870]Okay, so basically, just to get you started, Amanda,
[00:32:01.020]where I'm at.
[00:32:01.853]So Lily was really having a hard time.
[00:32:05.670]And we started working on zones, and so maybe, Amanda,
[00:32:09.760]you could just describe, before we did this planning,
[00:32:13.920]what Lily was like as far as getting her ready
[00:32:16.210]for school, et cetera?
[00:32:19.760]We tended to have a really hard time.
[00:32:21.870]She always wanted to, the first thing she would do
[00:32:24.450]is go turn on the TV or go turn on her iPad.
[00:32:27.690]And then it turned into, well,
[00:32:30.020]how do I get her off of the iPad,
[00:32:32.130]how do I get her away from the TV,
[00:32:33.290]because then she already started out of that,
[00:32:40.590]to be able to say, okay, well, you need to go
[00:32:42.860]to the bathroom, you need to brush your teeth,
[00:32:45.440]you need to get dressed, you need to eat breakfast.
[00:32:48.160]So it would be to the point where we'd be late to school.
[00:32:52.030]And she had a lot of tardies because of it,
[00:32:54.100]because it was just so hard to get her away
[00:32:56.340]from what she was already doing,
[00:32:58.930]what she had started for a routine for herself.
[00:33:03.490]Once we started them, it was structure,
[00:33:07.640]it was what she needed, and it was a lot easier
[00:33:11.130]and there was a lot less meltdowns
[00:33:13.380]and Lily doesn't get angry per se, but she,
[00:33:19.810]but it was a lot less meltdowns, that's for sure.
[00:33:24.200]So prior to, as talking about
[00:33:26.810]how this plan got put together for Lily,
[00:33:30.150]I think the important piece of it is to think that,
[00:33:34.450]when you think about that future planning or for Lily
[00:33:37.860]to be able to visualize what she should be doing,
[00:33:41.210]she was very, she really wanted
[00:33:43.950]to be within her Paw Patrol world and she had her,
[00:33:47.270]what is her favorite friend, who was that?
[00:33:52.930]All the, the new show it was,
[00:33:54.283]but it was the tots and I can't remember what her name is.
[00:33:58.430]Kasey, Kasey the koala.
[00:34:00.570]Thank you, Kasey the koala.
[00:34:02.350]So her world was around that.
[00:34:04.740]And we're not talking just getting her ready for school,
[00:34:07.820]we're talking about coming home and working
[00:34:10.300]on her spelling and moving into bedtime.
[00:34:15.951]And I think, if Lily, if we didn't put these pieces
[00:34:19.620]in place for her, I envisioned,
[00:34:23.160]she was just a six year old at the time,
[00:34:25.670]but this is someone who I think
[00:34:27.310]would've been just pretty much stuck
[00:34:29.580]throughout her whole day.
[00:34:31.300]And everybody pulling their hair out trying
[00:34:33.540]to get Lily to move forward to her next expectation.
[00:34:37.710]So we got started, and I'm gonna have you talk
[00:34:40.360]a little bit about what we see on our screen
[00:34:42.370]with this plastic sleeve, and I know we started simple.
[00:34:45.440]So tell us about why yellow zone was chosen
[00:34:48.910]and what your thoughts were.
[00:34:52.520]I picked yellow because I thought of sunshine,
[00:34:55.780]and Lily's big into weather and the sun's up,
[00:34:59.630]that's when I get up, that's what she says.
[00:35:02.010]She won't come out of her room if the sun's not up.
[00:35:05.370]That's how that used to be.
[00:35:07.140]So I figured, well, it's sunny, we'll do yellow.
[00:35:10.190]And I bought the sleeves at Target,
[00:35:12.860]they're available at the dollar store too now,
[00:35:14.050]I found out, so that's a cheaper option.
[00:35:17.670]And we started with yellow and I just started with,
[00:35:20.590]this is bathroom, teeth.
[00:35:25.460]Doing her hair, which was a big thing.
[00:35:27.600]That was the biggest thing, actually, in the yellow zone,
[00:35:30.150]was getting her hair done.
[00:35:31.830]Because she doesn't like having her hair brushed up,
[00:35:33.810]it's very sensory to her, it hurts and everything like that.
[00:35:37.700]So we started with those things, and those have stayed.
[00:35:42.540]And we did little check boxes next to it,
[00:35:45.730]and she has to check off all of them.
[00:35:48.780]If she doesn't, she can't move on for herself in her mind,
[00:35:53.470]she cannot move on until all six of those things are done.
[00:35:57.686]And I wanted just to jump in,
[00:35:59.260]because you can't really see it in this picture,
[00:36:01.080]but envision these, and Amanda found these pictures,
[00:36:06.060]by the way, on her own.
[00:36:07.960]She did some searching on Google
[00:36:09.700]and came up with these pictures.
[00:36:11.800]And I've had parents actually tape the picture
[00:36:14.940]of the bathroom or dressing so that it shows
[00:36:17.620]the child actually doing the activity,
[00:36:19.650]that sometimes is a fun thing to do.
[00:36:22.070]But envision a yellow construction paper
[00:36:24.500]has been slid down into that clear plastic holder
[00:36:28.500]with those pictures on it, and then the boxes,
[00:36:31.880]when she's got, is it, was it a dry erase marker
[00:36:35.130]or what did she use to mark off her day?
[00:36:38.670]She uses black dry erase marker right on the outside.
[00:36:42.360]And then, and then every night, before she goes to bed,
[00:36:46.400]she has to erase all of them and start fresh the next day.
[00:36:50.720]So it's one of those things where you can be flexible
[00:36:54.710]with it, where let's say you wanted to change it around,
[00:36:57.600]you could have another yellow paper,
[00:36:59.280]and maybe Tuesday's morning routine might look different,
[00:37:02.080]or on a Saturday, maybe we don't have to get dressed,
[00:37:05.530]or gosh, now we're in this COVID homeschool.
[00:37:09.150]So what are your expectations for morning routine
[00:37:12.160]gonna look like for there?
[00:37:14.530]So I really, I felt that these sleeves
[00:37:18.500]that Amanda found just were brilliant.
[00:37:20.690]And so it made it very flexible,
[00:37:23.460]and what I thought was interesting is that Lily,
[00:37:26.580]I think she, it was reinforcing just checking those off,
[00:37:29.960]would you say, Amanda?
[00:37:31.860]Yeah, it would.
[00:37:33.210]Yeah, and she enjoyed it, and I was surprised
[00:37:35.950]she enjoyed it, 'cause she never really enjoyed anything
[00:37:38.410]like that before.
[00:37:40.650]But it enforced it, and it's happened a few times
[00:37:43.730]where I had to change it around,
[00:37:45.090]'cause she does do things in a certain routine now.
[00:37:48.750]So if she can't go down the line, she tends to,
[00:37:52.030]that tends to bother her.
[00:37:54.210]So it's nice to be able to switch them all around.
[00:37:56.670]Yes.
[00:37:57.530]And that goes back to what I talked about earlier,
[00:38:00.320]we have that routine.
[00:38:02.000]But as all of you out there know,
[00:38:03.530]sometimes we don't wanna have that routine,
[00:38:05.750]so it has to be so much certain way,
[00:38:08.920]we need that flexibility piece.
[00:38:10.860]And so that's something, Amanda,
[00:38:12.130]I think you did really well.
[00:38:14.020]The other piece that I would say for this is for Lily,
[00:38:19.470]I bet Amanda could've told her what her expectation was
[00:38:23.790]until her face was blue I guess is the saying.
[00:38:28.670]Remember, Lily, we need to brush our teeth
[00:38:30.730]or we're going in the bathroom, we, oh,
[00:38:32.890]we gotta get going for school.
[00:38:34.730]It's words, they're words that come out
[00:38:37.680]of our mouths and gone.
[00:38:41.690]And I feel like that's where this SCRAP,
[00:38:45.490]that's where the zones, there should be no words,
[00:38:48.440]it's visual, it is a zone of expectation.
[00:38:53.240]And the beautiful part, you'll see on the next screen,
[00:38:55.810]when she got these things done, she got to go to,
[00:39:00.350]and that's where I'll go next.
[00:39:04.140]What is our next one?
[00:39:08.705]There we go.
[00:39:09.538]So there's that yellow, so this is what it looks like,
[00:39:12.520]and Amanda took a picture of it.
[00:39:14.290]So Amanda, tell us what happened here in the blue?
[00:39:18.150]We called her free zone blue zone,
[00:39:20.550]because everything is blue to Lily, blues are her color.
[00:39:23.820]She wants to only wear blue, everything's blue.
[00:39:26.890]So I figured that was our best option,
[00:39:28.690]and this is a picture of a TV and of her tablet.
[00:39:33.010]So she has her Kindle, and that's where she plays all
[00:39:35.330]of her games.
[00:39:36.570]So if she completes the yellow
[00:39:38.530]and she checks everything off,
[00:39:39.910]she gets to go into that before school.
[00:39:43.370]Okay, and then thinking about how quickly she started
[00:39:47.800]to do her yellow routine so she got some blue time.
[00:39:51.480]How quickly did she transition to getting this done quickly?
[00:39:57.070]Quickly.
[00:39:58.650]At one point, we had a problem where she would try
[00:40:01.310]and do everything too quickly.
[00:40:03.360]So her clothes would be on backwards
[00:40:04.880]and the teeth brushed only got a little bit.
[00:40:07.300]So then that's where the blue zone came in too and I said,
[00:40:09.680]well, you have to at least do everything correctly
[00:40:12.370]and then you can go and take very long,
[00:40:17.200]I would say maybe a week, a full week of doing it
[00:40:20.260]and she had it down.
[00:40:22.760]Yeah.
[00:40:23.593]So that provided her with, there's the structure,
[00:40:26.800]there's, it was consistent, there was a routine.
[00:40:30.030]And the accountability piece, which is,
[00:40:32.010]if she didn't get her yellow done,
[00:40:33.840]she didn't get her blue or she would miss out
[00:40:36.860]on what she was really hoping to have time for,
[00:40:39.330]because school was just there.
[00:40:41.320]So tell us about these colors, these you added on.
[00:40:45.129]I did, so these are after school,
[00:40:46.610]we used to have them all in one zone.
[00:40:49.200]And then that was just too much
[00:40:51.940]and she got a little confused about what was happening.
[00:40:55.220]So I separated after school snack and homework,
[00:40:58.520]homework being separate too, because she would try
[00:41:01.380]and just say, oh, I just did my math and she would check it.
[00:41:04.220]No, you have to do your reading also,
[00:41:05.710]which reading is a tough thing for Lily.
[00:41:08.730]So I separated that into green and she picked that color,
[00:41:11.540]because that's what we had it as in the first place
[00:41:14.570]when we started.
[00:41:15.520]And then I said, well, what do you want your toy,
[00:41:18.770]you do your puzzles, your blocks, your toys.
[00:41:21.660]So then that turned into her pink zone.
[00:41:23.860]And that zone is, it's her quiet time.
[00:41:27.810]She, there's no TV, there's no tablet, she can play music.
[00:41:31.340]We've added that recently with everything going on.
[00:41:34.880]So she gets to pick whatever she'd want to play,
[00:41:37.750]puzzles, toys, blocks.
[00:41:39.580]And then that ends with dinner.
[00:41:42.078]And then she knows that, after dinner,
[00:41:44.110]then she'll go into her blue again and--
[00:41:48.684]Now, the next screen will show that, I was just,
[00:41:52.210]just so that everybody, make sure they can see
[00:41:54.200]the green zone then, I tried to make this as big
[00:41:57.860]as possible, but we have, she had her homework
[00:42:00.440]that she had to do.
[00:42:02.050]And then you just had her just choose a book to read
[00:42:05.600]as practicing for her reading.
[00:42:08.160]And by the way, on her homework,
[00:42:10.550]spelling just was driving her crazy
[00:42:12.950]and she just did not like doing that,
[00:42:15.630]so we had moved that into kinesthetic, using her finger
[00:42:18.870]on sand tray and doing some different things
[00:42:21.700]to help with that piece, but again, it didn't,
[00:42:24.990]even though it was hard for her and she didn't wanna do it,
[00:42:27.030]it was green zone and she needed to do it.
[00:42:29.820]And you also, just what that one there says.
[00:42:33.310]It's snack, yeah, have a little snack.
[00:42:35.940]Okay, so after school, back in the pre-COVID-19 days,
[00:42:40.720]she would come home, here is her green zone,
[00:42:42.870]what was expected for her.
[00:42:44.780]And that earned her some pink time.
[00:42:46.700]And the pink time is interesting to me because really,
[00:42:49.680]you already saw blue time was her number one,
[00:42:52.940]that got her on her iPad and got her on her videos.
[00:42:57.800]But Amanda decided that pink time was a nice just calm time,
[00:43:02.250]but it allowed her to have some choices,
[00:43:05.300]but it was a good pre-dinner routine.
[00:43:09.180]And so I'm gonna show you this next slide that, oh, yeah.
[00:43:13.830]So talk about your purple zone.
[00:43:16.860]So purple is night time.
[00:43:19.010]Our worst times for Lily were in the morning and at night.
[00:43:23.420]So her night time, I had two, I've gone down to one now.
[00:43:28.180]But we would do bath, you get dressed,
[00:43:32.410]we read a book, you brush your teeth,
[00:43:34.520]go to the bathroom, you go to bed.
[00:43:36.400]And the hardest part was always getting her into the bed
[00:43:40.110]that the day is over, 'cause Lily doesn't like hearing
[00:43:42.600]that anything's over.
[00:43:45.271]So we used to have two options,
[00:43:46.940]one for every other day for bath to then a bath night after.
[00:43:52.230]Now she likes them every day, so we just, it's just one.
[00:43:56.160]So that's how we would do it, and she decorated it
[00:43:58.180]with the little stars 'cause she wanted it to be different.
[00:44:04.020]Just definitely made it her own.
[00:44:06.400]And then there, the final results.
[00:44:08.920]I think this is a great picture to show you
[00:44:12.210]how these slips were just put on her wall,
[00:44:15.680]Amanda, is this in your kitchen?
[00:44:18.250]Yup, I'd asked her where she wanted it
[00:44:20.640]and she wanted it under the calendar in the kitchen,
[00:44:23.480]that way, she likes to say everything's forever,
[00:44:27.260]so we just talked about that a few weeks ago,
[00:44:29.180]and so she gets to point out different days
[00:44:32.040]for when the weekend is, 'cause she knows
[00:44:34.490]that this is during the week when she does this.
[00:44:38.098]And thanks for putting it out, 'cause it goes back
[00:44:40.350]to something Shae was talking about, which was with time.
[00:44:45.030]Time is something that all my individuals
[00:44:47.780]on the autism spectrum just, their brain
[00:44:50.100]does not process time the same way a neurotypical does,
[00:44:53.890]and that's a whole another research piece
[00:44:56.130]to talk to you all about.
[00:44:58.130]But for Lily in particular, it was expecting
[00:45:01.460]what's gonna happen tomorrow, what,
[00:45:03.300]when is this gonna happen?
[00:45:05.130]So if you see, we have the calendar where mom
[00:45:07.470]could come up and look, but the beauty of these slips were,
[00:45:11.170]if tomorrow was gonna be different,
[00:45:13.060]this is the time that they would do that the night before.
[00:45:16.410]Because something different was gonna be happening
[00:45:18.810]if you wanna, we called that SCRAP the gray,
[00:45:21.180]but it may be that they were going to have, and I don't,
[00:45:25.170]we had to come up with a color for your weekends.
[00:45:28.410]Because Lily on weekends just did not wanna go
[00:45:30.800]to Target for you, with you shopping.
[00:45:33.650]Because of course, it was Halloween
[00:45:34.850]and she's scared of witches.
[00:45:38.190]You had her on shutdown, and so we had to come up
[00:45:41.510]with a nice little SCRAP the gray plan,
[00:45:44.460]where she would be able to, and I, did you actually have
[00:45:48.870]a color for that or?
[00:45:51.080]We came up with white.
[00:45:53.187]But it was blank, it could've been Target,
[00:45:57.930]which I got a little bullseye sign
[00:45:59.920]and I did put that on there at one point.
[00:46:02.200]And it could've been Target, and then I had grandparents
[00:46:05.751]for grandparent house.
[00:46:08.070]Or it could've been anything, I just had car.
[00:46:12.290]Yeah.
[00:46:13.130]And with that, I think you came up with, again,
[00:46:17.820]a structure around that, which is when we're doing
[00:46:20.420]a white time, which is not anything she necessarily wanted
[00:46:23.280]to do, I think she was able to take her iPad with her
[00:46:27.140]in the car, is that right, or--
[00:46:29.180]Yes, I allowed, yup.
[00:46:32.220]As long as she did her zones that day up to that point,
[00:46:35.480]that was going to happen.
[00:46:36.950]She was allowed to bring her Kindle as long
[00:46:38.790]as she agreed to, that this was what we were doing.
[00:46:44.290]So as you can see, this comes into,
[00:46:48.080]if you think about it, going back
[00:46:50.970]to when you're gonna allow a blue zone to happen,
[00:46:53.860]which is on the iPad, you certainly wouldn't wanna
[00:46:56.650]be doing that right before homework time,
[00:46:59.360]which is the green times she had here.
[00:47:02.069]You, some kids who are having trouble with meals,
[00:47:05.310]which I don't think Lily we ever talked about,
[00:47:07.330]Lily was pretty good about transitioning to meals.
[00:47:10.090]You can put a color in for meal time, which is, again,
[00:47:14.314]that might be a time you would actually put a time down
[00:47:17.330]that we're gonna start meal at such such time.
[00:47:21.080]So you might not wanna have a blue zone right before
[00:47:26.600]a zone like taking a bath, et cetera.
[00:47:29.340]You want to, first the broccoli,
[00:47:32.140]then you get your ice cream, structure it in.
[00:47:35.330]And if you think about this just for a second,
[00:47:38.200]you, by putting a plan like this together,
[00:47:41.580]you are removing negotiation, arguments.
[00:47:45.930]I'm thinking of my, one of our adults
[00:47:48.980]at the Autism Society in Nebraska,
[00:47:51.520]or I guess ASN, sorry, Autism Center in Nebraska,
[00:47:56.400]the teacher who had him on a day program,
[00:47:58.830]he just put his head down and wouldn't do anything.
[00:48:00.850]I'm like, ah, what, no, we need a zone,
[00:48:04.640]he needs two choices.
[00:48:06.350]You can do A or B during your choice, and then connect it
[00:48:10.120]to that computer time he looked forward to.
[00:48:13.400]We need to build in expectations and et cetera.
[00:48:18.900]And just real quick, so I'm gonna show you guys
[00:48:20.560]a video real quick of Lily, it's real cute, it's 20 seconds,
[00:48:23.270]but Amanda, in a nutshell, what would you say in general
[00:48:27.260]when the zones haven't worked,
[00:48:28.730]what has been the theme for you?
[00:48:31.810]When you're like, oh, these zones, they're not working.
[00:48:36.850]It always tends to be something more sensory with her
[00:48:41.910]that tends to be happening, why they're not working.
[00:48:45.950]And usually, it's the night time one.
[00:48:49.410]That one seems to always get us,
[00:48:51.400]she's pretty good with homework now and with her quiet time.
[00:48:54.690]But sometimes it's just transitioning
[00:48:57.010]from the blue to the purple that there tends
[00:49:00.410]to be more of a, well, why do I have to do that?
[00:49:04.430]I don't want to do that.
[00:49:05.960]And then she knows now lately that she has the consequence,
[00:49:10.040]well, then that affects you the next day
[00:49:12.750]with that blue zone.
[00:49:14.400]That's going to affect you.
[00:49:15.590]And then we lately, just with everything going on,
[00:49:18.520]they're a struggle.
[00:49:20.940]Because I had that yellow where you gotta put your shoes on
[00:49:25.270]and you gotta...
[00:49:31.231]Uh oh.
[00:49:32.480]Sorry, I, you froze up and I think
[00:49:36.790]I'm interrupting you, sorry.
[00:49:39.630]We haven't met yet, to be honest,
[00:49:41.189]with the home schooling, so we're gonna work on this
[00:49:44.240]to make it more COVID-19 friendly.
[00:49:47.360]But the other time I was thinking, she got the flu
[00:49:50.020]and she was very sick.
[00:49:51.340]Oh yes, yes, we were, we had the flu in January
[00:49:56.610]and then strep throat in February into March,
[00:50:00.680]which is right before we actually went out of school.
[00:50:03.520]So Lily actually only went back to school for four days.
[00:50:08.220]And then we went to spring break
[00:50:09.440]and then we haven't been back since.
[00:50:11.570]Right, so just to say, I mean, I'm talking magic here,
[00:50:15.800]I honestly believe you use this, it works.
[00:50:19.010]But it's not going to work all the time,
[00:50:21.920]and sometimes, you have to just take the day
[00:50:25.280]'cause we're sick or whatever,
[00:50:26.720]so that's something else we can talk about.
[00:50:29.120]Let me see if I can get this to work, I'm hoping.
[00:50:33.140]Tell me if you can see her or hear her,
[00:50:35.430]give me a thumbs up, Amanda.
[00:50:39.759]I don't see anything yet.
[00:50:43.120]You don't see anything?
[00:50:44.250]Okay, so I'm gonna do a real quick,
[00:50:48.723]I'm gonna do a stop share and then I'm gonna share it again.
[00:50:53.450]You should be able to see this.
[00:50:55.960]All right, can you see that?
[00:50:57.650]Yes.
[00:51:06.260]Oh, I don't hear it though.
[00:51:08.461]Oh, you don't?
[00:51:09.638]Oh.
[00:51:11.120]That's too bad.
[00:51:13.291]Okay.
[00:51:20.010]So I'm sorry that you guys can't see that,
[00:51:23.080]because I was wondering, technology wise,
[00:51:25.046]how I was gonna get that to work,
[00:51:26.980]but what you would've seen is, Amanda was asking her
[00:51:31.663]what her favorite zone was, and she said pink
[00:51:35.030]and that surprised Amanda.
[00:51:38.500]But the other piece that you would've noticed is like,
[00:51:42.340]just getting her to answer those questions
[00:51:44.870]was like pulling teeth.
[00:51:47.150]Again, it was like this was something
[00:51:49.060]that she didn't really wanna do, she didn't wanna talk
[00:51:51.150]about it and she's like, can I go, I wanna go.
[00:51:54.200]And so it just really describes how that's Lily
[00:51:59.060]when there's unstructured, but having a routine like this
[00:52:03.380]for her really has been night and day.
[00:52:06.880]So thank you so much, Amanda, for coming on
[00:52:10.500]and sharing your experiences, again,
[00:52:13.750]I was so impressed with how well
[00:52:15.620]and all of the ideas Amanda brought to the zone plan
[00:52:19.730]that I just thought, this is to me,
[00:52:21.890]if I'm sitting here listening to this,
[00:52:23.620]I'd wanna know, how do I make this work,
[00:52:26.341]and I hope Amanda talking about this helped everybody
[00:52:30.220]to see what is possible here.
[00:52:33.590]So thank you, Amanda.
[00:52:36.530]Thank you.
[00:52:38.150]So before I move into questions, and I honestly,
[00:52:43.680]I don't know what, if people have them out there,
[00:52:46.280]this is where I can't watch that too,
[00:52:48.450]so I don't know how we'll do the questions,
[00:52:50.160]but I wanna just put a little plug in
[00:52:52.810]for all my adults out there who suffer
[00:52:56.250]from executive functioning and who say,
[00:53:00.420]I really have a hard time getting myself through my day.
[00:53:04.260]I wanna also say it to all you people out there
[00:53:07.130]who are working from home right now.
[00:53:09.200]And you're trying to manage the priorities,
[00:53:12.760]I don't know how you guys feel, but gosh,
[00:53:14.990]it's really hard to work at home.
[00:53:17.570]I have new respect for individuals
[00:53:19.710]who are really trying to do that.
[00:53:21.890]And honestly, again, the individuals
[00:53:24.380]who are neuroatypical and this is the way
[00:53:27.200]their brains are, the chaos, they're planning ahead,
[00:53:32.120]they're structuring how much time they need,
[00:53:35.740]not getting up in the morning and then looking
[00:53:38.010]at your phone and just being on that for two hours
[00:53:40.500]and going, dang, I didn't do the dishes,
[00:53:42.480]or just trying to self-regulate as an adult.
[00:53:46.690]These techniques, clearly, you don't have
[00:53:48.640]to have color zones up for yourself,
[00:53:50.960]but if you think through how to put SCRAP into your day
[00:53:54.840]and how to prioritize what it is you wanna accomplish
[00:53:59.320]and plan ahead and then, I don't know,
[00:54:01.850]I suppose you could give yourself a discipline,
[00:54:04.650]is something you (mumbles), give yourself a reward or not.
[00:54:07.840]But I think techniques like this can really help individuals
[00:54:12.060]who have executive function deficits.
[00:54:14.840]It can help our developmental disabilities similar
[00:54:17.700]to what I was telling you about, the Autism Center
[00:54:19.640]in Nebraska, once they put this in place for our young man,
[00:54:26.107]it was perfect, because you know what, bottom line is,
[00:54:28.680]he still didn't have to do anything 'cause he was in,
[00:54:31.370]I forget the zone, might've been you need
[00:54:33.470]to work on this reading project or you need to write,
[00:54:36.300]work on writing.
[00:54:37.850]And he might put his head down and choose not
[00:54:39.900]to do any of it, but the key component was his,
[00:54:43.190]if you will, blue zone was computer time,
[00:54:45.080]he loved getting on the computer.
[00:54:47.340]And it's like, here's the deal,
[00:54:50.170]you're gonna earn maybe five minutes
[00:54:52.750]on the computer, you can get up to 10 or 15 or 20.
[00:54:56.170]But it made his performance within these zones connect
[00:55:00.080]into what was, what he really was working for
[00:55:03.420]and what he really wanted.
[00:55:04.890]So I feel like, again, these are techniques
[00:55:09.420]that can be used and massaged, if you will,
[00:55:14.300]to your situation.
[00:55:16.710]And with that, before I head over here to the questions,
[00:55:19.980]I have to tell you my goal.
[00:55:22.240]My goal was putting this together would be putting me
[00:55:26.310]to a point where I can see this
[00:55:28.430]as a workbook of some sort because it's,
[00:55:30.600]there's a lot packed into this.
[00:55:33.830]There's behavioral principles,
[00:55:35.430]there's discipline principles,
[00:55:37.060]there's dealing with obsessive principles,
[00:55:39.580]there's how do you manage, even from the focus of zones,
[00:55:44.530]and what if I'm the parent, I'm like, oh my dear lord,
[00:55:47.020]this looks great, but I don't even know where to start.
[00:55:51.520]It's, if you will, with Amanda, I'm trying to think like,
[00:55:55.670]we probably worked together 10-12 sessions going
[00:55:59.500]through all these things and problem solving and supporting
[00:56:03.060]to help this plan come together so effectively.
[00:56:05.400]So I'm hoping to get additional tools
[00:56:09.330]and resources for everybody to be able
[00:56:12.210]to know how to do this.
[00:56:14.070]So having said that, now we can go over here to questions.
[00:56:22.970]And is this something everybody can actually see?
[00:56:30.670]I don't know, maybe, right now, I'm just looking through.
[00:56:35.360]And it looks like the very first question I see here
[00:56:37.640]is how do you get past a student thinking
[00:56:39.700]that everything is theirs and getting upset
[00:56:42.590]when you have to tell them it is not?
[00:56:47.180]Yeah, so with that said, for me,
[00:56:52.570]I'm thinking of a person I'm working with
[00:56:54.690]where I bet you're trying to use your words to say,
[00:56:59.810]this is yours, this is mine.
[00:57:02.300]And trying to get that concept in for the student.
[00:57:05.670]And in a way, if you are trying to use your language,
[00:57:12.004]I'd just say welcome to being frustrated every single time
[00:57:15.760]they try to take something.
[00:57:17.500]That concept is something that will hopefully take time
[00:57:20.600]to develop.
[00:57:21.780]So what you're gonna do is think about
[00:57:24.030]how do you use SCRAP, how do you put structure
[00:57:26.710]into what their expectations are
[00:57:30.030]and keep the routines very specific?
[00:57:34.190]So for example, you can use this from the point of,
[00:57:39.620]the rule would be, if you take something that's not yours,
[00:57:42.570]you would use a way to communicate that, again,
[00:57:47.340]look at how you can use discipline into this.
[00:57:50.310]It doesn't relate to the routines that we're talking about,
[00:57:52.960]but you can use some of the concepts
[00:57:55.030]to help you move through, be very consistent every time
[00:57:58.970]they take something that's not theirs,
[00:58:00.470]what are you gonna do in response, et cetera.
[00:58:03.250]So the flexibility with time I see.
[00:58:06.320]So a person doesn't get so stuck on the time,
[00:58:10.060]I have to do this at 12, oh my dear lord,
[00:58:12.360]that's a great question.
[00:58:14.060]Super super common, and that's why I was like,
[00:58:17.210]that's where I'm going with the zones, now,
[00:58:20.090]I'm thinking about this question coming
[00:58:21.770]from a teacher maybe.
[00:58:23.890]'Cause I think teachers are challenged with this
[00:58:26.210]as opposed to us parents maybe in the home environment.
[00:58:30.550]But it's more or less, to me, it's how to put in
[00:58:35.950]the expectations of where you're at in your day.
[00:58:40.570]And you're removing, if they say, what about 12
[00:58:43.990]or 11:55 or 12:06, hit them back
[00:58:47.700]to think about that sheet that Amanda had here
[00:58:50.670]is what they're doing, you're in,
[00:58:52.630]let's say it's their eating time or whatever.
[00:58:55.890]Then you're gonna say, finish these jobs here,
[00:58:59.620]check it off when you're done, and then you'd be working
[00:59:03.710]into what happens next, so if they have access
[00:59:06.340]to whatever the next activity is, you get to go there
[00:59:10.120]once you're done with this yellow zone.
[00:59:11.750]So moving away from the clock as much as possible
[00:59:15.590]and redirecting them.
[00:59:17.920]So that would be definitely a good way to approach that.
[00:59:23.230]So how could these techniques be adjusted
[00:59:27.020]to use with high functioning high school students
[00:59:29.240]who shut down in class?
[00:59:30.450]Excellent question.
[00:59:33.650]So I would say to you these techniques can be used
[00:59:38.260]for our high functioning individuals
[00:59:41.070]or our adults out there who are brilliant,
[00:59:43.700]probably got their PhDs, and really have
[00:59:46.890]a hard time being flexible.
[00:59:49.610]So I'm thinking of, what I'm hearing here
[00:59:53.130]is this person who's shut down.
[00:59:55.330]And I'm saying, I'm thinking to myself, okay.
[00:59:58.830]What is it that the expectation is at the time?
[01:00:03.650]And how are you going to work into what it is
[01:00:07.640]that you want them to do, and then knowing
[01:00:10.220]that they're gonna need to have some sort
[01:00:12.500]of a break or something that they can move to,
[01:00:15.560]like Lily's pink time.
[01:00:18.280]This makes me think of something that I wanted to mention.
[01:00:23.070]I've been teaching telehealth right now for people,
[01:00:27.570]mental practitioners who can meet
[01:00:29.480]with their clients via Zoom.
[01:00:31.700]And telehealth has been very exhausting
[01:00:34.900]to a lot of clinicians, they're like, ah,
[01:00:37.870]this feels so exhausting.
[01:00:41.000]And I'm saying to them, ha, all my people
[01:00:44.020]on the spectrum, they love it.
[01:00:46.070]They're not, they like this kind of processing
[01:00:49.160]over the computer.
[01:00:50.740]And I had this aha moment, I thought this is so interesting
[01:00:55.150]because our individual on the spectrum sitting
[01:00:58.600]in the classroom being overwhelmed
[01:01:01.230]with the sensory overload, whether it be the noise
[01:01:04.260]or whether it be other things going on
[01:01:07.260]or whether it be that their nervous system is just fried.
[01:01:12.040]And we are putting this expectation
[01:01:14.070]of the student at that time to do A, B, or C.
[01:01:18.510]And I'm thinking, this, to me, is a really great example
[01:01:23.640]for all of us to understand that a neurotypical person
[01:01:29.170]who's now trying to do telehealth in this world
[01:01:32.820]of the computer, we're not getting,
[01:01:35.920]what everybody's saying is they miss that human interaction,
[01:01:40.050]that, the physical presence, that emotional interaction,
[01:01:46.240]I suppose.
[01:01:47.620]And to me, the individuals on the spectrum,
[01:01:50.850]that's where they're getting overloaded.
[01:01:54.767]They need to have more time and space to process.
[01:01:59.500]And this computer is taking out all those pieces
[01:02:04.260]and helping them to regulate and I'm just,
[01:02:06.500]I always say to parents and teachers,
[01:02:08.530]if you have someone who's melting in your classroom,
[01:02:13.130]my question is, how are you going to reshape that time
[01:02:17.780]for that student to allow them to have more breaks,
[01:02:22.600]so to have a sensory break or to break down
[01:02:27.430]the expectation you have for them
[01:02:30.180]as far as maybe that activity?
[01:02:33.820]How do we individualize what we're expecting
[01:02:36.600]of our individuals on the spectrum
[01:02:39.310]to help them be successful?
[01:02:41.410]Because then I'm gonna go back to Shae's beginning,
[01:02:43.630]it's like, I'm amazed at our very bright
[01:02:47.800]and brilliant individuals who are going to change this world
[01:02:51.520]and how we figure this plague out quicker some day
[01:02:54.610]than the rest of us.
[01:02:56.330]But we look at them just like any other kid.
[01:03:00.780]They're smart, I don't understand
[01:03:02.590]why they can't do these things, and it's like,
[01:03:04.820]if we only had the idea, going back to that screen
[01:03:08.080]with the brain, the chaos, if all
[01:03:11.180]of us could only understand that is what's going on inside
[01:03:16.860]of them and, in a way, provide them with that support
[01:03:21.960]that they're needing, individualizing it to them,
[01:03:26.110]so much more success is gonna happen.
[01:03:28.730]And I hear that a lot from my families, they're like,
[01:03:32.510]I think this, again, this is a whole another interaction,
[01:03:35.940]but I hate the word high functioning.
[01:03:41.280]'Cause if you're on the autism spectrum, sorry,
[01:03:44.560]we gotta change the language, no one is high functioning.
[01:03:47.740]I know what we're all talking about, I get it.
[01:03:50.720]But just because of the nervous system
[01:03:53.930]and being so overwhelmed by, in the lockdown
[01:03:57.750]that you heard about, you know what,
[01:04:00.200]it is five times the energy to get through an hour
[01:04:04.050]out there in the world for a person on the spectrum,
[01:04:06.300]I don't care where you're at intellectually,
[01:04:09.760]than it is for a neurotypical.
[01:04:11.450]And neurotypicals have not a clue what I'm talking about,
[01:04:15.320]they, I think you can hear this and see, yeah, yeah.
[01:04:18.680]No, yeah, you don't, you don't get it
[01:04:21.080]unless it's in your body and it's in your nervous system.
[01:04:26.650]So I guess my hopes are through these types
[01:04:30.080]of teaching and training, those of who are just really
[01:04:35.560]out there trying to help our individuals on the spectrum.
[01:04:40.200]I feel like it's just, I think it's gonna get better
[01:04:44.350]is all I can say, 'cause I know, I know it can get better.
[01:04:47.550]So I am looking, is there, are there any more questions?
[01:04:52.990]Thank you for this comment by Sharon.
[01:04:55.320]I guess others can't see that one.
[01:04:58.140]Oh, there is one, resources to use
[01:05:01.350]for our autistic high school students.
[01:05:05.960]Totally.
[01:05:08.160]So I will definitely be putting resources together so that,
[01:05:13.880]I'd love to put something together
[01:05:15.960]so everybody can have access, so definitely
[01:05:18.430]is on my to-do list.
[01:05:19.430]And Sharon has told me I can share what she wrote to me,
[01:05:22.760]so I'm gonna read this to you.
[01:05:24.940]And what she said, I was discussing right before this,
[01:05:28.570]she said, what you're saying right now is so true.
[01:05:31.240]I'm glad the presentations are online for the conference.
[01:05:35.100]But trying to attend these all day has been exhausting.
[01:05:38.440]I really didn't realize how much I need
[01:05:41.510]the human interaction at the conferences to keep me going.
[01:05:45.660]I think it's also the movement from room to room
[01:05:48.410]at the conferences and it helps to structure it.
[01:05:51.550]I can see where it would be overwhelming
[01:05:54.410]for a person on the spectrum though.
[01:05:56.640]Excellent, that's a great example.
[01:05:59.140]'Cause I'm thinking of one of my friends,
[01:06:01.610]and if you're out there, you know who you are.
[01:06:04.050]And she attended a conference of mine,
[01:06:06.760]I did one at Creighton mid-2000s, and it was back
[01:06:10.780]when this funny idea was that maybe women
[01:06:15.240]are on the spectrum too and maybe
[01:06:17.080]it's not this four to one thing.
[01:06:18.760]And all of a sudden, Tony Attwood came out
[01:06:21.150]with his book about women and girls, and of course,
[01:06:24.260]I told you, my partner was aspie, she was female,
[01:06:27.010]and I always say I lived with her,
[01:06:29.070]because we worked so much together.
[01:06:31.450]And that was the light coming on about women
[01:06:34.880]and how we as women are different,
[01:06:37.750]and yet just as autistic as our fellow males, anyways,
[01:06:43.750]my friend who later became a client was in that audience,
[01:06:47.800]and she was so overwhelmed with the people and the space
[01:06:52.170]and the noise and the smells.
[01:06:56.180]And I just remember sitting there,
[01:06:59.130]I didn't know her at that time but I watched
[01:07:01.690]and I thought, oh, she so wanted to be there,
[01:07:04.940]but there was so many environmental things
[01:07:07.950]that just overwhelmed her.
[01:07:11.020]Yeah, so thank you, Sharon, for making that comment
[01:07:13.700]about how now you see, there is a difference.
[01:07:19.460]Resources, early intervention, resources, yes.
[01:07:27.150]Again, a lot of these things will really help you,
[01:07:29.410]I'd like to, you have, the question is, handouts to share.
[01:07:34.495]The PowerPoints are something I'm assuming
[01:07:36.620]that we can have a link.
[01:07:41.330]The handouts, this is where I get to share,
[01:07:45.270]when I was gonna do this presentation, I was, no joke,
[01:07:50.050]I was gonna take a week, I was gonna go to the beach
[01:07:53.360]and leave this Nebraska behind
[01:07:56.020]and just focus on this workbook that I envision,
[01:07:59.350]putting handouts together and making this easy
[01:08:02.910]for people to do.
[01:08:04.330]Because I've been talking this 20 years,
[01:08:06.790]and I get a little tired of saying it again and again,
[01:08:08.980]I'd rather just put it in a book, right.
[01:08:11.780]Well, here's the deal, I didn't go to the beach for a week,
[01:08:14.200]I didn't take, I didn't travel.
[01:08:16.500]The only place I went was to D.C. right before
[01:08:19.810]this thing came out, really, you guys didn't cancel
[01:08:22.880]that D.C. trip on March 6th.
[01:08:25.720]So I will be working on it, and I guess really,
[01:08:30.110]here is the deal is I'll, when I get that done,
[01:08:33.850]I would like to share the techniques
[01:08:35.960]that are in this book with everyone
[01:08:38.290]so that you can take it into your classroom
[01:08:41.360]and build a little Lily plan, 'cause it just,
[01:08:46.460]it's amazing, I love seeing how this has helped Lily
[01:08:49.077]and her family.
[01:08:51.010]'Cause they're not all pulling their hair out anymore.
[01:08:56.044]So we'll get that to you.
[01:08:58.170]And Ashley, I assume that you're still around.
[01:09:02.420]How do, one thing I didn't do is get all
[01:09:05.270]these slides out previous to this.
[01:09:08.100]Right.
[01:09:08.933]So you can (background noise drowns out speaker)
[01:09:09.840]with anything that you want and I can link it
[01:09:11.860]into that virtual schedule, and everybody has access
[01:09:14.650]to that and will continue to have access to it
[01:09:16.790]after the conference.
[01:09:18.140]So I can, I'd be happy to link those in there for you.
[01:09:21.940]Excellent, thank you so much.
[01:09:24.630]All righty, well, everybody, enjoy the rest of your day.
[01:09:27.660]I wish we could all be sitting together.
[01:09:30.230]I loved our conference last year in Kearney
[01:09:33.060]with our keynote speaker and that dinner and again,
[01:09:36.940]time to share, see everybody, and it's sad
[01:09:40.680]that we don't have that time together this year.
[01:09:43.740]But I'm gonna be positive, next year,
[01:09:46.960]we're gonna keep this discussion going,
[01:09:48.770]and maybe I'll have this workbook done.
[01:09:51.150]And then we'll talk about this more next year.
[01:09:55.690]So thank you, goodbye.

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Getting Unstuck: No Matter Your Age, the Secrets Behind Moving Through Daily Routines

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