>> Kate Hurst:  Oh, you can?  Okay.  Thanks, Mike.  What we wanted to talk about today is a little bit about today is a little bit about social/emotional perception or social/emotional development versus cognitive development.  And this is something that I personally have kind of struggled with, trying to figure out how -- you know, what -- how do we think about that in terms of the educational approaches we talked about?  And I sent a note to Patty Obzut -- Orbzut [laughter] -- I can never pronounce her name well -- to ask her about it.  And for those of you who don't know, Patty is at Penrickton Center.  And she is sort of the designated master teacher on active learning by -- from Lilli.  And at the Penrickton Center, they use exclusively active learning approaches to working with the students that they have there.  And so in thinking about this, I sent Patty a question.  And if you look on the screen, you'll see the question that I sent her sort of abbreviated, which was how do you use the functional scheme assessment areas that look at social and emotional perception to figure out the educational treatment that you need to use?  And I had remembered Lilli saying back in time that when she starts working with any student or when she brings up kind of a new something with a student, she goes back to phase one, which is the offering technique.  But I wanted to know if there was some correlation between social/emotional perception that she defines in Are You Blind and also looks at -- in the functional schemes assessment in the five phases.  And so this is what Patty responded with.  She said, "I think if you asked Lilli, her answer would vary a little from mine.  Lilli does use the emotional perception section of the functional scheme to help assess the emotional level of a child.  I tend to use multiple sections of the functional scheme to assess the emotional level of a child.  Oh, I tend to use emotional perception, social perception, and perception through play sections.  But everything needs to be looked at as an overall picture of a child."  And she gives an example of a child who has, in terms of gross motor development, at about 18 to 24 months, based on some of the things she does.  Like she swings, she bounces, and she walks on the tips of her toes, and she climbs.  She assessed fine motor at six to nine months.  Mouth movements at 24 to 30 months.  Auditory perception at 9 to 12 months.  Tactic -- tactile perception at six to nine months.  Olfactory perception at 18 to 24 months.  Spatial perception at 12 to 15 months.  And object perception, she said that she had most of them at 6 to 9 months, but she had splinter skills up to 15 months.  Language, three to six months.  Social perception, three to six months.  Emotional perception, zero to three months.  Perception through play, 9 to 12 months.  Toileting, 12 to 15 months.  And undressing at 9 to 12 months.  Personal hygiene, 15 to 18 months.  And eating skills at 24 to 30 months.  And so she goes on to say as you can see, "She has skills that reach as high as 24 to 30 months, but when you look at her social and emotional level, it really represents who she is."  And I think this is a very important statement.  That a lot of these children, when we think about them, they have skills across a wide range.  But that when we're really looking at where they're coming from, who they are deep at their core, the social/emotional level is really important.  She goes on to say, "She doesn't interact with others.  When you sit near her, she stands up and moves away.  Her interactions with others are to bite, scratch, or pinch.  I think we all know these kids.  But she can hug and sit on your lap.  And we know kids like that as well.  If you look at how she plays with toys, it is mouthing them.  This is also a very low way to interact with objects.  So if I use the five phases of educational treatment, I start by using offering and might, at some point, get to imitation.  But I am playing at the level of a three- to six-month-old.  I would use a lot of items that react to mouthing or react to simple touch.  The overall assessment tells you the tools you can use, but the emotional level tells you the skills -- that skills need to be integrated more.  The five phases of treatment is a tool you use to get a child to explore the world more.  With a child like I described, I would rarely get to stage three.  I would not expect to get to stages four and five.  She doesn't interact with others right now.  I would not expect her to share the work or to have consequences yet.  She needs to learn to interact, and that can only come after imitating, which she does not do."  And Patty goes on to say "This is kind of a complicated thing, the subject, and sort of hard to explain in an email."  So I'm hoping that in time we can kind of get at this more.  And hopefully, when Patty comes in June to Houston, this is one of the things we can get her to expand upon a little bit more.