SLK Study Group #6 This video is posted online with the following chapter markers: Chapter 1. Arousal State Profile - Discussion about how one participant completed the Arousal State Profile using video documentation. Chapter 2. ASP Video - Day 1 - Selection of brief videos from day 1 observations. Chapter 3. ASP Video - Day 2 - Selection of brief videos from day 2 observations. Chapter 4. ASP Video - Day 3 - Selection of brief videos from day 3 observations. SLK Study Group #6 Transcript Chapter 1. Arousal State Profile [ Silence ] [ Slide start: ] Scott: So generally, I wanted just to see before we get started, we kind of have a special treat today -- courtesy of Tracie. But just wanted to see before we get started, does anybody have any comments or questions about what we've done so far? Just what's going on, with their Sensory Learning Kit, if they've run into any specific problems or things they're not sure about that you would like to share those, open those up for discussion before we look at Tracie's things. Sara: Or if it's helped you to learn anything new about your student. Scott: Uh‑huh, that would be a nice comment as well. You know, we were at T-A-E-R last weekend, Sara and -- and um ... Hillary, [indiscernible] did a nice presentation about the E-C-C and M-I-V-I students and talking about different assessments that would be really good to use with those kids and S-L-K was one of them. So I just -- I don't know if any of you guys are planning to use this as part of your assessment for any of your kids that are up for that this year. [ Slide end: ] [ Slide start: ] Okay. Well, so anyway, I -- let's do a couple of quick polls, just to see where we're all out. One poll was to ask how many people have actually completed the Arousal State Profile and or the Sensory Response Record? So, just how are you feeling about it? If you feel great, if you feel competent, if you are ready to move on, or if you would like to spend a little more time talking about either the Arousal State Profile or the Sensory Response Record. Sara: You said there were...eight people here? Scott: Uh‑huh. Last I checked there were actually nine, nine participants. Sara: So we have...one -- oh, we have two votes of people who have done the Arousal State Profile. And... Scott: Those two seem to feel good about it. Sara: What about you all who have, you know -- the rest of you guys? [ Laughter ]. If you can vote. I think some people don't have it set up so they can vote. Renee says she's still working on it. Renee, what part of that are you talking about? Are you still working on the Arousal State Profile? Tracie says they started the Sensory Response Record but it's not quite done. Okay. That's progress Renee: Okay, this is Renee. I'm comfortable with how we're supposed to do the Arousal State Profile. I'm just...I'm having trouble with...doing the...doing the detailed...doing the detailed‑ness of it, I guess is what I'm trying to say. You know, to keep it going every five minutes; and I'll be honest with you, I've missed the last couple because I've had meetings otherwise, here in my district, I've not been able to go to the last two. I'm comfortable with how you're supposed to do it in the...the benefit of it. And that kind of thing. I don't have any trouble deciding on state, it's just, you know, getting that actual data documented and written down that...that's hard for me. Scott: Yeah. Sara: Yeah, Tracie, do you want to -- do you have any comments on that? Because we have a pretty detailed one from you. Tracie: Hi. Sara: Hi. Scott: Hello. Tracie: This is Tracie and I have Erica here with me, she's V-I-O and M, and she also works in our district, and her and I -- when I say "we," that's the other part of the "we." We've been working on ‑‑ we've worked on Justin's together. Actually, we have several kids that we are trying to do the S-L-K with, just trying to get it all...get it all done as -- it does take a lot of time to do it, but we think it will be...it will be worth it, when we get it all done and we're able to put some routines and activities that will, you know, benefit the kids. Sara: Great. Scott: Okay, yeah. So I was wondering, Renee, when you -- are you videotaping your -- when you're doing the...when you're doing the assessment, when you're doing the A-S-P? Sara: Renee, says she's not taped it yet. Sometimes it can be really helpful if you video and grab a little bit of it. So then you don't have to worry -- you know what's going on, but you don't have to worry about time frames at this point, and you can just grab a little piece and use as that as your...as the bit that you're going to count, I think. And...and then I don't know, Tracie, is that the way you did it? Because I know we have video from you. Tracie: Yeah, the video really helped us. Because when we got back, you know, to the office and was looking at the, you know, what we had recorded, there were things that we didn't even pick up on when we were actually with him. So it was interesting and we relooked at some of them over and over again. We were like "Oh, wow, we didn't even see him do that!" and stuff like that. So we thought they were real -- very, very helpful. Sara: Yeah. Scott: Uh‑huh. When we videotaped ourselves ‑‑ Sara: I think we didn't do the arousal state, but we did the Sensory Response Record. Scott: Yeah, the arousal state, cause it looked like a lot of the activities or some of the activities that you were taking data on were kind of your own, your own activities; that you were doing with Justin. So I can see where that would really be something you would want to videotape because at that point you are trying to wear several hats, you know, to be the V-I teacher and the data collector. It's real difficult to kind of pay -- attend all of those different things at once. Sara: Kate says how many of a piece would you recommend? I'm not sure that I understand the question. How much of a piece? Scott: Kate is asking Tracie how much of a piece? Kate: What I was talking about, you said grab a piece of it, 10 minutes, five minutes? About how long a piece of video are you talking about? Sara: There are directions -- you can kind of follow the directions in the Arousal State Profile and -- I think you can just like grab -- I mean -- I can't remember what they are exactly, but I think you can take a piece out of your five minutes that's a good...indicator of -- it's been a while since we did the Arousal State Profile. Scott: Right. I don't remember Millie making specific suggestions about video. Sara: Yeah, she might not have. Scott: I know she said, when she talks about the amount of time, she talks about five minutes being kind of the general time that...general period that seems to work most people. Kind of like every five minutes taking, you know, at that five minute mark what are they doing. Sara: That's right, that's how we did it. Maybe for the purpose of the time that we have together, today, what Tracie video-ed -- what Tracie picked out was probably something that was more indicative of why she marked down what she marked down, for those increments. Scott: Right. Well, why don't we -- why don't we look at that video now. Sara: Okay. I'm going to end these polls if that's okay with you. Scott: Okay...Well, the video -- what Tracie sent is -- she took about a -- you know, just at every five minute mark, she took video. So there -- and she did it for three sessions of an hour each, so there's about 36 individual videos. [ Slide end: ] [ Slide start: ] Kate: Okay. Scott: So I thought that we would look at -- I kind of break them into each day, and kind of look at that day and talk about them as needed. Kate: Alright. Scott: And see where people might have questions or comments or Tracie might have something interesting to say about it. [ Slide end: ] [ Slide start: ] So, yeah, let's look at Tracie's videos and her data. So Tracie, do you want to just -- can you just talk a little bit and tell us about your student, and you know, just background and...just generally. Tracie: Well, actually -- a different T-V-I in our district went and saw him when he was just a newborn, not more than maybe three months old and we moved to pick him up then, but they moved out of our district. And so he didn't come back to our district until about a year ago. And that's when Erica and I went and saw him for the first time, and evaluated him, and that was right before -- actually, it was just at a year ago because he was -- they were -- they decided not to place him in school right away. They didn't want home services so he didn't actually start school until school started this school year. So that's as long as we've had him, since the beginning of the school years. And he made a lot of visual gains just in those few months, from when we saw him in, like April or May, when he came to school at the end of August. Scott: Yeah, yeah. I looked at the videos earlier and it seems he has made a lot of progress, if that's the case. So looking at the Arousal State Profile that you filled out for him, let me see if I can share this... [ Slide end: ] [ Arousal State Profile document ] So...so Tracie, I just want to look at kind of -- so you did, you chose to do the five minimum increments and take data every five minutes at your recording interval. Tracie: Uh‑huh. Scott: And you did three days -- three different days. Tracie: That is correct. Scott: Now, there's kind of a gap between the first two and this third one, I believe. Tracie: Yes. We just...we just couldn't get in there to get that very -- you know, that third day, it was a hectic day and it was a while before we were able to get back in there and get it going again, but we just decided to go ahead and do the third day, and even though it was later and record it, so...and we...we just recorded like I don't know maybe 30 seconds to two minutes. Sometimes I would record a little longer because just -- whatever he was doing, I wanted to capture it. But my...my initial thought was to just record for about 30 seconds. Every five minutes. Scott: Right, yeah, most of them are around 30 seconds to maybe 90 seconds at most. And I think -- and that's, you know, when I thought about videotaping, I thought about just letting it run for an hour, so I think that's kind of a different way to look at it. Because Lilli does recommend that you take, at that five minute mark, you take the data Tracie: Yeah, a snapshot of what they are doing at that time, that's why we decided to do it that way. Sara: Yeah, that's interesting. I like it. Scott: I think that's a really good way to do it. Kind of saves you...saves some memory on your...on your iPhone. [ Laughter ] Okay. And then so you did -- looking at your arousal state descriptions. So you found for Drowsy, slow opening and closing of eyes. Quiet Alert, you say open eyes, focused attention on some sensory event but minimal body activity. And Active Alert is facial head movement and some...some intentional voluntary movement. Fussy was head moving back and forth, vocally agitated, general fussiness. And, of course, crying, agitated, increased tension in body tone and crying. Tracie: Yes. Scott: Okay. Tracie: We kind of went -- not only -- we talked, you know -- Erica and I talked amongst ourselves about it and he has a full‑time nurse with him all the time, outside nurse, from home health, and we talked to her and the teacher and then also we looked at Millie had in the book and that's what we came up with. Scott: Good. So you all collaborated on that with the -- with all three of you guys. Tracie: Yes. Erica: Uh‑huh. Tracie: The whole team. Scott: Uh‑huh. Yeah, I think so -- so if you guys want, you can download this from the files, the Arousal State Profile, Justin V, if you want to look at this while we're looking at the videos...it might be helpful. You can download and look at it at the same time. But...otherwise why don't we just go in and start looking at the...looking at the videos. And we can come back to this... Tracie: Sounds good. Scott: ...when we're done. Okay. [ Close Arousal State Profile document ] Sara: And one thing, I want to say, Renee, Tracie talked about collaborating, I know Scott and I -- it was very helpful for us to collaborate, so having another team member look at those videos with can definitely be really helpful in scoring. Chapter 2. ASP Video - Day 1 Scott: So this first part we're looking at -- this is the day 1, so there's 12 videos for this. Again, you know, some of them...are under 20 seconds, some are about a minute and a half. So, let's look at that. And you guys if you would...you know, feel free to jump in at any time and make comments or ask questions. But I'll just kind of run through the whole thing. [ Video start: ] Staff: Make sure everything is laying down. We're thinking about gently [ indiscrenible ] [ children's music playing on phone ] Staff: ...as long as we do it gently, instead of -- nothing too rambunctious... Staff: Vigorously? Staff: Yes, exactly. [ Video end: ] [ Video start: ] Scott and Sara: [ Laughter ] Staff: Ta-da... Staff: It says 3-1.5, so I'm guessing that [ indiscernible ] Staff: Justin...Justin... [ Video end: ] [ Video start: ] Staff: I tried like -- he doesn't like the smooth thing, but he really likes the [ plastic ball rattling ] he really likes that. Staff: We'll try to give him this [ indiscernible ] in a second. [ child vocalizing ] Oh yeah, just a second. [ Video end: ] Scott: So that...is that...that's quiet alert? Sara: Maybe active alert. Scott: So that's the third one. Sara: Uh-huh. Scott: Okay. Sara: Yeah, she has active alert scored. The fourth one. [ Video start: ] [ Fussy child vocalizations ] Staff: I'm sorry... [ Tiny motor whirring ] Staff: We don't have anything laying over here. [ Video end: ] Scott: Okay. So that was fussy and quiet alert. [ Video start: ] [ indiscernible voices ] Staff: Let me get strapped in here... [ indiscernible voices ] Staff: But that's cool, cause when they've got it, it hits the little thing hanging there... [ indiscernible ] [ chimes ] [ Video end: ] Scott: Okay. [ Video start: ] Sara: Cool... Scott: Uh-huh. [ indiscernible ] Scott: He does do some real neat things with his vision. Sara: Um-hum. [ Video end: ] [ Silence ] [ Video start: ] [ child's fussy vocalization off-camera ] Staff [ off-camera ] Sit. You'll need to sit. [ child laughing off-camera ] [ Video end: ] Scott: Looks like here he's getting ready for an activity, he's getting set up. [ Video start: ] [ staff voices and music playing in background ] [ Video end: ] Sara: Now he's glancing at her face. Scott: Um-hum. [ Video start: ] Staff: Push it! Push it Justin. Push it! Sara: [ Laughter ] Staff: Push it! [ Electronic music playing ] Scott & Sara: [ Laughter ] Oh, that's interesting, yeah. Scott: Um-hum. Sara: Who could not look at that? Scott: Yeah. There you go... Sara: Whoa... Scott: Uh‑huh Sara: Hypnotizing... [ Staff and children's voices in the background ] [ Video end: ] Scott: That's a neat program. Sara: It's really cool. Scott: Uh‑huh, I like that. Scott: Okay, was that -- what was that... Sara: I think that was...the longer one, that was number 10, wasn't it? Are there two more? Scott: Yeah, there's two more. [ Video start: ] [ Music box playing in background ] [ video forzen ] [ Music box playing in background ] [ video forzen ] [ Music box playing in background ] Sara: I didn't see the biting the arm. Did you? Scott: Yeah. Sara: Was he upset, or was he just kinda doing it? Scott: It didn't look like he was upset, it just looked like, you know, something to do. Kind of a break -- a little sensory input. [ Video end: ] Scott: Okay. So the last one for day 1. [ Video start: ] [ Staff & student voices in the background ] [ Video end: ] Scott: Okay. Scott: Okay. So... Sara: Looked like he kind of moved back into quiet alert at the end of that one. Scott: Let's go... Um... Sara: Does anybody have any comments before we go to the -- to the second round? Scott: Yeah, so he was quiet alert and active alert through most of that. Sara: Yeah. Scott: Like one stage at this...at this...at this 8:55 I guess, he was maybe a little bit fussy. Tracie: Did you all think that how we marked it seemed pretty accurate? Would be our question. Scott: Yeah, I think so. Sara: Yes, definitely. Scott: Yeah, you know, he's -- he seems to be very -- generally very alert. And I think the beginning -- in the beginning when he was sort of transitioning and, you know, kind of hanging out, he was more of a quiet alert, but when he was doing that switch activity, I would -- even when he wasn't actually activating the switch, he was very engaged with the environment. And I guess that's what I would look at because you're looking at -- there are, you know -- are they ready to learn? Is he looking for some input from the environment? Is he ready, willing and able to interact. That's how I would judge active alert. Sara: Yeah. And I also really like the fact that you -- for the last two you marked it as active alert, even though there was some things like arm biting and some fussy noises because those noises that sounded fussy might have just been him, you know, doing vocal play. Tracie: Yeah. Sara: He didn't seem -- the noises were fussy sounding but didn't necessarily mean he was fussing. I liked the way you wrote fussy noises instead of fussing because it seemed like it was part of, you know, the picture, it seemed like he was just enjoying making sounds with his voice. Tracie: Great, thanks for that input. Chapter 3. ASP Video - Day 2 Scott: That was neat. Okay. So -- so let's look at day 2, so there's 12 videos for that as well. Thanks for sending all of these videos, Tracie, we really, really appreciate it. Sara: It's really great for people to be able to look at what you did, it's very helpful for us to learn from each other's experiences. Sara: I second that, thank you. Tracie: Y'all are welcome, we enjoyed doing it, we are hoping to get good input, too. Scott: Okay. All right. So here's the beginning of day two. And...I believe this was ‑‑ Sara: This is actually the second -- the day after that one. Scott: Right. And this has more -- I think -- Tracie, he's kinda -- looks like he's in circle time for a lot of this, in kind of a group act -- morning circle or something? Tracie: Um, He's at -- part of it was -- I'm trying to remember back until we get going on the video I'm having a hard time remembering, but I know he was at -- the speech therapist actually came in on this day and worked with him some while he was in circle time. And then, on the first day, at the very beginning he was with a PT, we went in there and filmed while he was with them. Scott: Okay, yeah, yeah, let's look at him. Let's look at Day 2 with Justin. [ Video start: ] Staff [ off-camera ]: Go to something else. [ plastic objects rattling ] Okay, clean em up! Clean up! [ Video end: ] Scott: Okay. [ Video start: ] [ Someone whistling in the background ] Sara: Who's that whistling? Scott: I think... Sara: Is that a kid? Scott: No, I think the...is that the Speech Therapist? I think they're making that noise. [ Laughter ] Sara: It seems to coincide with the movement of the hand. [ Video end: ] Scott: Okay. [ Laughter ] Next video, video number 3. [ Video start: ] Sara: I'm going to put that as quiet alert, even. [ Staff and student voices and video playing in background ] [ Video end: ] Scott: Good tracking. Sara: Uh-humm. [ Video start: ] Student [ off-camera ]: No... [ Justin vocalizing loudly ] Scott: & Sara: [ Laughter ] [ Staff and student voices and video playing in background ] [ Justin vocalizing loudly ] Scott: & Sara: [ Laughter ] [ Video end: ] Scott: & Sara: [ Laughter ] [ Video start: ] [ off-camera ] One little finger one little finger *one little finger, tap, tap, tap Point your finger up point your finger down, put it on your chin [ multiple voices and song continues ] [ Video end: ] Scott: Wow...so that was fussy...and active. [ Video start: ] [ Silence ] Justin: [ fussy, crying vocalizations ] [ multiple voices and song in the background ] [ Laughter off-camera ] Scott: He's very sociable. [ Laughter ] Justin: [ Laughter ] [ Video end: ] Scott: & Sara: [ Laughter ] Sara: Oh, goodness. [ Video start: ] [ beads rattling in plastic tube, upbeat music in the background ] [ Video end: ] Scott: Okay, moving right along. [ Video start: ] [ beads rattling in plastic tube, children's song in the background ] Staff: Justin... [ beads rattling ] Staff: Look...look. Justin: [ vocalizing ] Staff: Watch them. Watch them. Here they come...there they are... [ beads rattling ] [ Video end: ] [ Video start: ] [ Children's song in the background ] [ off-camera someone coughing ] [ indiscernible voices ] Staff [off-camera]: There's the learning station. They have a lot of stuff -- learning stuff. [ Video end: ] Scott: Now, that's a quiet alert. [ Video start: ] Staff: They're okay. They're okay. Justin...Justin...[ staff vocalizing tickle noises ] Justin: [ loud vocalization ] Hi! Staff: Hi! [ staff vocalizing tickle noise ] Justin: [ loud vocalization ] Hi! Staff: Hi! [ staff vocalizing tickle noise ] Justin: [ loud vocalization ] Hi! Staff: Hi! [ staff vocalizing tickle noise ] [ Video end: ] Sara: Nice imitation! Scott: Uh-huh. [ Video start: ] Elmo [ off-camera ]: Oh a potty! Elmo's father [ off-camera ]: That's right son. This potty is just for you. Now let's see. Where do you want to put it? Let's figure out where we're going to put your potty. [ indiscernible staff voices ] Now that's a good choice son. That's right, it's Elmo's potty. Son you're getting bigger... Sara: Elmo's mommy? [ Video end: ] Scott: Okay. Sara: There's a lot of movement up there. Scott: Um-hum. Okay, it's the final video for Day 2. [ Video start: ] Justin: [ low crying sound ] [ upbeat children's music playing ] Hey good morning, it's a brand new day Time to get up and time to laugh and play [ Video end: ] Scott: Okay...all right, any...general comments or questions about that? [ Slide start: ] Tracie: Well, we don't have...any specific things to say. We just -- one of the reasons why they kept being kind of far back to begin with, he had been kind of fussy before they started and moved into that circle time, with the smart board so they kept him a little further back. Then they moved him a little closer. We talked about doing an iPad with an arm right on his chair so it would be even closer to him, but he seems to be able to -- I don't know how well he sees the smart board when he's within that six foot range, but he visually attends to it when he's closer, within about six feet of it. But -- that's all. Scott: Okay. Yeah, he seemed to be -- he seemed to be visually attending to it. I mean even when he was further back, he was looking -- he seemed to be looking in that direction, kind of in between when he was playing with the rain stick, he kind of -- a few times it looked to me like he was looking in that general direction. I agree, I don't know what he's really seeing on it, but he's definitely attracted to that movement perhaps or that light. Sara: Yeah, I don't know, Tracie, if this is going into too much detail about him, but I'm wondering if any of the CVI characteristics apply to him, because he definitely seemed to be attracted to light and movement, not that that's all that he could see. He also seemed to be looking at people's faces, at times. So I just wondered if CVI had anything -- as part of his -- part of your consideration? Tracie: Yes, that is his main diagnosis. Sara: Oh, okay, okay. Yeah, he seems to be ‑‑ you know, I don't know where you would -- put him on the CVI resolution start, but seems like he's doing some high phase two stuff. So I bet, looking at an iPad up close might be something he might like. Tracie: Yeah, we agree. We'll be probably looking at that again with him soon. And getting a better idea of it. When we first seen him, though, he was not hardly attending to anything, really. Erica: It was hard to tell. Tracie: It was really difficult to tell what he was -- what he would look at. But he came a long way, we feel like -- visually. Scott: I agree. I think you all have done a lot of good work, if he's only been there since this fall. He's really made some progress, that's really cool. Sara: Yay! [ Laughter ] Scott: He really liked -- when he was doing the switch with the cause and effect, he attended to that, seemed to like that. So I would think an iPad would be something he might really ‑‑ might really work well for him. Tracie: Yeah, we take one closer to him, we've put it on his just one that we take around and see how well the kids are good go to do with one. And he really seemed to like it. So that -- we've ordered one of the arms for him so that we can put it right there right close to him. Sara: It would be interesting to see if he could learn -- he's learned this pat, pat, pat, pat on the switch. I wonder if he could learn some more different kinds of motions that he could make on a touch screen, cause the switch is really a, you know, a clicking, you have to pick your hand up and smack it. And that's how you make it work. He definitely seems to be -- I loved it when he was like bam, bam, bam, bam, bam. [ Laughter ] Tracie: I know. Sara: Making all of those triangles appear, but it was pretty neat to watch him do that. Scott: Yeah, because you have those different sweeps you can use -- if you have some of those -- some of those cause & effect programs -- like swirly map type of programs on the iPad. Sara: The ones that make the light when you put your hand across it. It will be interesting to see what he does. Tracie: Yeah, he probably would like that. Erica: He would. Tracie: It's a good idea to try that with him. Scott: Uh‑huh. Yeah, he seems like he's very -- he really likes people, he's very sociable young man. Tracie: Definitely. Scott: At the same time very interested in objects. He really likes ‑‑ Sara: To grab at things or to bat things. Scott: Yeah, a lot times we see our kids kind of gravitate sometimes towards one or the other. Chapter 4. ASP Video - Day 3 Sara: Oh look Scott, the next one is in a little room. Tracie: [ Laughter ] Scott: Well why don't we get to that? Sara: I want to -- remember we have 13 minutes left. Scott: Well, let's get to that immediately. [ Slide end: ] Scott: Here we go, okay. So here is...Day 3. Scott: The little room. [ Video start: ] [ beads rattling in foil pan ] Scott & Sara: [ Laughter ] [ staff and student voices in the background ] [ Video end: ] Scott: Okay, that's a good intro. Let's see what else Justin does. Sara: I don't see the being held by a nurse one. [ Video start: ] I think we might have skipped that one. Number one, being held by nurse. [ beads rattling in foil pan ] [ staff and student voices in the background ] [ Video end: ] Sara: Look at him go. Scott: Uh‑huh. Okay, let me see. [ Video start: ] Sara: Which one is this, number 3? Scott: This is number 4. [ staff and student voices in the background ] Sara: He's kind of moving into quiet alert there, don't you think. Scott: Uh-huh. That seemed a little more quiet alert. Sara: He's kind of watching the things move. [ Video end: ] Scott: Uh-huh. [ Video start: ] [ Electronic tone in background ] [ staff and student voices in the background ] [ beads rattling in foil pan ] [ Video end: ] [ Silence ] [ Video start: ] Sara: Now did they move that? Justin: [ fussy vocalizations ] Sara: Oh, this is number 7. Scott: ...that right arm. Yeah, they moved that over to his right, so he would use his right arm, I bet. [ Video end: ] Scott: So Tracie, did you -- we noticed you -- that -- that thing -- that ‑‑ aluminum pan... Erica: Yeah, [ Laughter ] that was his first time to have that toy, and he uses his left arm mostly and -- and when we moved it over, he got very upset because he couldn't -- get to it as well. But, you know, he ‑‑ I think he eventually was okay with it. But at first he wasn't. Erica: Yeah. Scott: You definitely motivated him to use that right hand. [ Laughter ]. He was definitely motivated to use that right hand. Kate: this is Kate. I love that he's using his hands. I would encourage you, Tracie, to put that same -- a duplicate device on both sides where he didn't have to pick which side and maybe get that other hand going, too. Okay, sure, yeah, we can try that. Sara: I was wondering, too, I mean I think it's a great idea, I was thinking that same thing and maybe if it's easier for him to hit it with his -- with his right hand, I wonder if it would be easier for him to hit it with his right hand if it were a little lower. Tracie: Oh, okay. Erica: We did move it a little bit closer into his midline, but more on the right. Sara: I'm talking about close to the floor, like ‑‑ [indiscernible] Tracie: Yeah, we moved it one more time, I think in a further video. Sara: Oh, okay, let's keep watching then. [ Video start: ] Sara: These are just so cool! Scott: Uh-hum. [ staff and student voices in the background ] Justin: [ fussy vocalizations ] Staff: Awesome! Staff: He reached over [ indiscernible ] Staff: He is not happy... Justin: [ fussy vocalizations ] [ Video end: ] [ Silence ] [ Video start: ] Justin: [ vocalizing ] Sara: Is that him vocalizing, I wonder? Scott: Uh-hum. Sounds like him. Justin: [ loud vocalization ] Scott: & Sara: Yeah! Sure enough. Justin: [ loud vocalization ] [ Video end: ] Sara: Nice, he was using his right hand really nicely there, vocalizing. Scott: Uh-hum. Sara: A lot of kids seem to increase their vocalizations in there. [ Video start: ] Hurst: I like the vocalizing, but I also like that those hands were getting more and more to midline. Sara: Oh yeah, that's true. Justin: [ loud and long vocalization ] [ staff and student voices and music in the background ] [ Video end: ] Scott: Ok...now he gets out of the little room. [ Video start: ] Scott: He plays with some objects -- his favorite toy. [ beads rattling in foil pan ] Staff: Oh, I wonder if we make a loop and put it on his desk? Staff: I wonder if he would, like, pull it back over, when he reached down? Staff: He'd wonder where it went. Scott: & Sara: [ Laughter ] Kate: That was a nice -- it was. Staff: Where'd it go? Sara: It's like a boomerang! [ Laughter ] [ Video end: ] Sara: That was excellent. Kate: That was a nice little interaction. Sara: It was. It was super nice. Scott: Uh-hum. Sara: He was really enjoying that. Scott: I think this is the last one. Staff: Where'd it go? [ Children's video playing in the background ] [ beads rattling in foil pan ] Staff: Oh my gosh! Scott: Nice. Sara: Nice. Yeah... Staff: I'm not doing anything in there. [ Indiscernible ] Sara: I wonder if the things in the little room were hanging a little lower, too, if he could grab the elastic...more easily... [ Video end: ] to help strengthen his hands a little bit. Scott: Okay. That's all. That's all the videos. [ Slide start: ] Sara: Really nice. How are we doing on time? Scott: We just have a few minutes left... [ Slide end: ] So I was wondering -- well, first of all, that was really neat. I think, Sara, what you were just saying about hanging -- in the little room -- maybe hanging those objects a little lower. It was neat when he got that -- that thing stuck, kind of under his arm, and you saw him kind of think about it a second and then actually reach over there and grab it, grab at it. Sara: And if he can reach the elastic itself, that might help him practice grabbing and then he might be able to grab bigger things, like the actual -- what is that? Is that just two pie tins? How are they attached? Are they glued or are they... [ Slide start: ] Tracie: Yes, they're glued. Erica: Hot glue. Tracie: We put some conchos in it -- those little silver conhos -- and then we glued it together, and since then we've glued a little round mirror to one side of it. On the flat side. [ Slide end: ] [ Slide start: ] Sara: It's just looks more sturdy than what I think of those aluminum things, did you reinforce the -- somehow the hole that the elastic goes through? Tracie: Well, the edge of it is...kind of crimped over, so it won't come through. It's got a crimped over edge, and it's all hot glued down. Sara: Okay. Scott: Really neat idea. Really neat idea. Sara: I like that, I'm going to use it. Kate: This is Kate. I was going to say did y'all notice how he actually grasped that little thing and -- [indiscernible], I thought that was pretty cool. Tracie: We were so excited to see him do that. We were both like, "Oh, oh..." [ Laughter ] Sara: Yeah. that was pretty cool. Kate: You know one of the things that occurs to me you might try. You know how you can get those little tart shells, that are just like that, only tiny; like miniature ones of those, maybe in a cluster to see if he would grab for them in a cluster and be able to get his hand kind of -- [Multiple voices] -- grab -- [Multiple voices] Tracie: Yeah, we'll have to look for those, that's cool, that's a good idea. That was his first day with that toy. Sara: Wow. Kate: Well, he loved it. [ Slide end: ] [ Slide start: ] Tracie: Yeah, he did. Sara: Looks like we have about one minute. You better give everybody the code. Scott: We don't have a lot of time left. So thank you again, Tracie. Tracie: Sure, no problem. Scott: Thanks everybody. Thanks for attending the group and we'll see you next month. [ Slide end: ] [ Silence ]