1 00:00:05,040 --> 00:00:08,840 WELCOME TO ALL TO WHAT I KNOW IS 2 00:00:08,840 --> 00:00:11,360 GOING TO BE AN EXCITING AND 3 00:00:11,360 --> 00:00:13,920 INFORMATIVE AND IMPORTANT TWO 4 00:00:13,920 --> 00:00:14,120 DAYS. 5 00:00:14,120 --> 00:00:16,040 I'M JUDITH COOPER, DEPUTY 6 00:00:16,040 --> 00:00:18,840 DIRECTOR OF THE NATIONAL 7 00:00:18,840 --> 00:00:19,480 INSTITUTE ON DEAFNESS AND OTHER 8 00:00:19,480 --> 00:00:20,320 COMMUNICATION DISORDERS, WHICH 9 00:00:20,320 --> 00:00:22,160 IS SPONSORING THIS WEBINAR AND 10 00:00:22,160 --> 00:00:22,520 WORKSHOP. 11 00:00:22,520 --> 00:00:26,680 AND THIS REFLECTS MY INSTITUTE'S 12 00:00:26,680 --> 00:00:28,160 LONGSTANDING EFFORTS TO 13 00:00:28,160 --> 00:00:29,960 ENCOURAGE AND SUPPORT RESEARCH 14 00:00:29,960 --> 00:00:32,040 FOCUSED ON MINIMALLY VERBAL 15 00:00:32,040 --> 00:00:34,560 NON-SPEAKING INDIVIDUALS WITH 16 00:00:34,560 --> 00:00:35,640 AUTISM AS WELL AS RESEARCH 17 00:00:35,640 --> 00:00:39,240 FOCUSED ON AUGUST MENNATIVE AND 18 00:00:39,240 --> 00:00:40,400 ASSISTIVE COMMUNICATION. 19 00:00:40,400 --> 00:00:42,560 FOR A VARIETY OF POPULATIONS. 20 00:00:42,560 --> 00:00:44,640 MANY MAY RECALL A WORKSHOP OVER 21 00:00:44,640 --> 00:00:46,880 10 YEARS AGO FOCUSED ON 22 00:00:46,880 --> 00:00:48,320 NON-VERBAL CHILDREN WITH AUTISM 23 00:00:48,320 --> 00:00:52,560 AND MORE RECENTLY THERE WAS A 24 00:00:52,560 --> 00:00:54,720 PANEL AT THE INTERAGENCY AUTISM 25 00:00:54,720 --> 00:00:56,120 COMMUNICATION -- INTERAGENCY 26 00:00:56,120 --> 00:00:58,240 AUTISM COORDINATING COMMITTEE IN 27 00:00:58,240 --> 00:00:58,440 2022. 28 00:00:58,440 --> 00:01:00,840 WHERE THE TOPIC OF 29 00:01:00,840 --> 00:01:02,560 COMMUNICATION, AUTISM WAS ALSO 30 00:01:02,560 --> 00:01:03,320 FEATURED. 31 00:01:03,320 --> 00:01:04,800 OUR GOAL FOR TODAY AND TOMORROW 32 00:01:04,800 --> 00:01:07,360 IS MORE FOCUSED. 33 00:01:07,360 --> 00:01:09,440 WE WILL ADDRESS NOVEL 34 00:01:09,440 --> 00:01:10,360 INTERVENTIONS, RESEARCH DESIGNS 35 00:01:10,360 --> 00:01:12,440 AND METHODS FOR INTERVENTION 36 00:01:12,440 --> 00:01:14,960 STUDIES AND MEANINGFUL OUTCOME 37 00:01:14,960 --> 00:01:16,680 MEASURES TO FOSTER THE 38 00:01:16,680 --> 00:01:19,680 DEVELOPMENT OF CRITICAL RESEARCH 39 00:01:19,680 --> 00:01:21,960 STUDIES, ADDRESSING THE VARYING 40 00:01:21,960 --> 00:01:22,480 COMMUNICATION NEEDS AND 41 00:01:22,480 --> 00:01:24,360 ABILITIES OF THIS POPULATION. 42 00:01:24,360 --> 00:01:26,080 FIRST, A FEW WORDS OF THANKS. 43 00:01:26,080 --> 00:01:28,600 I'D LIKE TO THANK OUR TWO 44 00:01:28,600 --> 00:01:35,280 CO-CHAIRS, CONNIE KASARI FOR 45 00:01:35,280 --> 00:01:37,480 INPUT IN ALL PHASES OF PLANNING, 46 00:01:37,480 --> 00:01:38,880 AND THANK OUR PLANNING 47 00:01:38,880 --> 00:01:41,000 COMMITTEE, ALL OF WHOM HAVE A 48 00:01:41,000 --> 00:01:42,200 ROLE TODAY OR TOMORROW. 49 00:01:42,200 --> 00:01:44,840 FINALLY, I WANT TO THANK MY MY 50 00:01:44,840 --> 00:01:46,400 ASSISTANT WHO HAS BEEN CRIT COOL 51 00:01:46,400 --> 00:01:48,680 AND WILL CONTINUE TO BE SO OVER 52 00:01:48,680 --> 00:01:50,880 THE NEXT TWO DAYS IN MAKING THIS 53 00:01:50,880 --> 00:01:51,880 ALL RUN SMOOTHLY. 54 00:01:51,880 --> 00:01:54,680 OUR PRESENTERS AND DISCUSSANTS 55 00:01:54,680 --> 00:01:56,480 REPRESENT A WIDE RANGE OF 56 00:01:56,480 --> 00:01:58,280 BACKGROUNDS AND PERSPECTIVES. 57 00:01:58,280 --> 00:02:00,120 TODAY AND TOMORROW, WE'LL HEAR 58 00:02:00,120 --> 00:02:02,720 FROM INDIVIDUALS ON THE AUTISM 59 00:02:02,720 --> 00:02:04,680 SPECTRUM, ALSO FROM THOSE WHO 60 00:02:04,680 --> 00:02:06,960 ARE MINIMALLY EVENTUAL, 61 00:02:06,960 --> 00:02:07,320 NON-SPEAKING. 62 00:02:07,320 --> 00:02:08,960 WITH A RANGE OF COMMUNICATION 63 00:02:08,960 --> 00:02:11,400 SKILLS AND LIVED EXPERIENCES. 64 00:02:11,400 --> 00:02:14,480 AND FROM PARENTS OF NON-SPEAKING 65 00:02:14,480 --> 00:02:15,880 AUTISTIC INDIVIDUALS FROM 66 00:02:15,880 --> 00:02:17,840 RESEARCHERS, CLINICIANS AND 67 00:02:17,840 --> 00:02:20,000 EDUCATORS WITH MANY YEARS OF 68 00:02:20,000 --> 00:02:22,240 EXPERIENCE WORKING WITH AUTISM. 69 00:02:22,240 --> 00:02:23,680 IN ADDITION, WE'RE GOING TO HAVE 70 00:02:23,680 --> 00:02:25,280 SOME PRESENTATIONS ABOUT 71 00:02:25,280 --> 00:02:28,480 INTERVENTIONS AND FINDINGS FROM 72 00:02:28,480 --> 00:02:30,600 NON-AUTISTIC BUT NON-SPEAKING 73 00:02:30,600 --> 00:02:31,880 POPULATIONS, INCLUDING THOSE 74 00:02:31,880 --> 00:02:34,160 WITH CO-OCCURRING COGNITIVE 75 00:02:34,160 --> 00:02:34,560 DISABILITIES. 76 00:02:34,560 --> 00:02:37,560 SO WE MIGHT LEARN FROM AND 77 00:02:37,560 --> 00:02:39,480 INFORM OUR APPROACHES IN AUTISM. 78 00:02:39,480 --> 00:02:41,920 I WANT TO STATE VERY STRONGLY 79 00:02:41,920 --> 00:02:44,600 THE FOCUS OF THIS WORKSHOP IS 80 00:02:44,600 --> 00:02:45,760 LOOKING FORWARD. 81 00:02:45,760 --> 00:02:48,000 WE ASK THAT PANELISTS, THOSE WHO 82 00:02:48,000 --> 00:02:49,800 COMMENT AND AUDIENCE MEMBERS USE 83 00:02:49,800 --> 00:02:51,480 THE LIMITED TIME WE HAVE TO 84 00:02:51,480 --> 00:02:54,880 FOCUS ON THE FUTURE RATHER THAN 85 00:02:54,880 --> 00:02:57,840 RETURNING TO ANY PAST DEBATES. 86 00:02:57,840 --> 00:02:59,280 EVERYONE INVOLVED IN THIS 87 00:02:59,280 --> 00:03:01,480 WORKSHOP AGREES THAT PROVIDING 88 00:03:01,480 --> 00:03:03,200 ACCESS TO EFFECTIVE 89 00:03:03,200 --> 00:03:05,280 COMMUNICATION IS ESSENTIAL. 90 00:03:05,280 --> 00:03:07,600 PLEASE REALIZE THAT THE NIH 91 00:03:07,600 --> 00:03:09,600 REQUIRES ITS MEETINGS TO OCCUR 92 00:03:09,600 --> 00:03:12,720 IN A SAFE, CIVIL ENVIRONMENT. 93 00:03:12,720 --> 00:03:15,200 GIVEN THE DIVERSITY OF 94 00:03:15,200 --> 00:03:16,560 PERSPECTIVES THAT MAY BE PLACED 95 00:03:16,560 --> 00:03:19,080 THIS WEBINAR, I REMIND EVERYONE 96 00:03:19,080 --> 00:03:21,320 THAT YOUR REMARKS AND COMMENTS 97 00:03:21,320 --> 00:03:23,280 AND SLIDES MUST BE RESPECTFUL OF 98 00:03:23,280 --> 00:03:26,200 ALL MEMBERS OF THIS VERY BROAD 99 00:03:26,200 --> 00:03:26,600 COMMUNITY. 100 00:03:26,600 --> 00:03:28,840 AUTISTIC PEOPLE, THEIR FAMILIES, 101 00:03:28,840 --> 00:03:31,920 CLINICIANS AND RESEARCHERS. 102 00:03:31,920 --> 00:03:36,040 I AM PERSONALLY APPALLED AND 103 00:03:36,040 --> 00:03:37,200 SOMEWHAT SADDENED ABOUT SOME OF 104 00:03:37,200 --> 00:03:39,200 WHAT IS APPEARING IN THE SOCIAL 105 00:03:39,200 --> 00:03:41,400 MEDIA RELATED TO OUR WEBINAR. 106 00:03:41,400 --> 00:03:43,920 AND THIS SORT OF ATTACK BEHAVIOR 107 00:03:43,920 --> 00:03:46,320 WILL NOT BE TOLERATED HERE. 108 00:03:46,320 --> 00:03:47,920 REMEMBER THAT PARTICIPANTS IN 109 00:03:47,920 --> 00:03:49,600 OUR WORKSHOP HAVE VOLUNTEERED 110 00:03:49,600 --> 00:03:51,200 THEIR TIME AND THEIR PERSONAL 111 00:03:51,200 --> 00:03:52,920 AND PROFESSIONAL EXPERTISE TO 112 00:03:52,920 --> 00:03:54,320 CONTRIBUTE TO THIS REALLY 113 00:03:54,320 --> 00:03:56,240 IMPORTANT TOPIC. 114 00:03:56,240 --> 00:03:58,120 YOU CAN LISTEN AND MAY NOT AGREE 115 00:03:58,120 --> 00:04:00,240 WITH A PERSPECTIVE THAT IS BEING 116 00:04:00,240 --> 00:04:02,640 SHARED, BUT WE ASK THAT IN LIEU 117 00:04:02,640 --> 00:04:06,040 OF CRITICISM, THAT YOU OFFER UP 118 00:04:06,040 --> 00:04:07,440 WHAT MIGHT BE THE NEXT CRITICAL 119 00:04:07,440 --> 00:04:10,080 STEPS IN OUR RESEARCH AS WE MOVE 120 00:04:10,080 --> 00:04:10,440 FORWARD. 121 00:04:10,440 --> 00:04:13,720 WE RECOGNIZE THAT NIH SUPPORTS 122 00:04:13,720 --> 00:04:15,720 AND RESEARCHERS CERTAINLY VALUE, 123 00:04:15,720 --> 00:04:18,320 STUDIES THAT ARE DATA-DRIVEN, 124 00:04:18,320 --> 00:04:20,440 AND SCIENCE-BASED. 125 00:04:20,440 --> 00:04:22,240 FOR OTHERS, LIFE EXPERIENCE 126 00:04:22,240 --> 00:04:23,760 PROVIDES A DIFFERENT 127 00:04:23,760 --> 00:04:24,240 PERSPECTIVE. 128 00:04:24,240 --> 00:04:27,760 OUR FOCUS OVER THE NEXT TWO DAYS 129 00:04:27,760 --> 00:04:30,120 AS ONE PARTICIPANT SAID TO ME, 130 00:04:30,120 --> 00:04:32,960 MAY BE A LITTLE BIT POLITICALLY 131 00:04:32,960 --> 00:04:35,840 FRAUGHT, SCIENTIFICALLY AND 132 00:04:35,840 --> 00:04:36,520 COMPLETELY EXSPORED AND OFTEN 133 00:04:36,520 --> 00:04:37,920 EMOTIONAL. 134 00:04:37,920 --> 00:04:41,520 LIKELY, WE WON'T AGREE ON SOME 135 00:04:41,520 --> 00:04:43,640 OR PERHAPS MUCH OF WHAT WE MAY 136 00:04:43,640 --> 00:04:45,640 HEAR TODAY OR TOMORROW. 137 00:04:45,640 --> 00:04:49,520 BUT I TRUST, I HOPE, I AM 138 00:04:49,520 --> 00:04:54,200 CERTAIN WE ALL AGREE ON THREE 139 00:04:54,200 --> 00:04:54,520 THINGS. 140 00:04:54,520 --> 00:04:56,760 WE AGREE WE WILL BE RESPECTFUL. 141 00:04:56,760 --> 00:04:58,120 WE WILL LISTEN. 142 00:04:58,120 --> 00:05:00,400 WE WILL ACKNOWLEDGE DIFFERING 143 00:05:00,400 --> 00:05:01,920 VIEWS AND WE WILL OFFER A 144 00:05:01,920 --> 00:05:03,560 VARIETY OF OPINIONS AND RESEARCH 145 00:05:03,560 --> 00:05:06,040 FINDINGS IN A 146 00:05:06,040 --> 00:05:07,560 NON-CONFRONTATIONAL WAY. 147 00:05:07,560 --> 00:05:10,320 TWO, WE AGREE THAT ONE GROUP 148 00:05:10,320 --> 00:05:12,920 CANNOT SPEAK FOR THE ENTIRE 149 00:05:12,920 --> 00:05:14,720 COMMUNITY, WHICH CONSISTS OF 150 00:05:14,720 --> 00:05:16,480 MANY DIVERSE STAKEHOLDERS. 151 00:05:16,480 --> 00:05:19,520 IF I MAY QUOTE FROM ONE OF OUR 152 00:05:19,520 --> 00:05:20,720 PARTICIPANTS, JOHN ROBISON, 153 00:05:20,720 --> 00:05:23,320 THERE IS NO MONOLITHIC COMMUNITY 154 00:05:23,320 --> 00:05:24,120 AT ALL. 155 00:05:24,120 --> 00:05:26,560 RATHER, THERE ARE MANY DIFFERENT 156 00:05:26,560 --> 00:05:28,200 GROUPS, EACH WITH DIFFERENT 157 00:05:28,200 --> 00:05:30,760 IDEAS AND AGENDAS ABOUT AUTISM 158 00:05:30,760 --> 00:05:34,600 AND HOW PEOPLE SHOULD BE 159 00:05:34,600 --> 00:05:35,760 DESCRIBED AND TREATED. 160 00:05:35,760 --> 00:05:40,040 WE AGREE THAT DESPITE THIS 161 00:05:40,040 --> 00:05:42,120 BREADTH OF PERSPECTIVE, WE DO 162 00:05:42,120 --> 00:05:43,120 SHARE THE SAME GOALS. 163 00:05:43,120 --> 00:05:45,520 HOW TO BEST ADVANCE THE 164 00:05:45,520 --> 00:05:46,560 COMMUNICATION JOURNEY FOR 165 00:05:46,560 --> 00:05:48,040 INDIVIDUALS ON THE SPECTRUM. 166 00:05:48,040 --> 00:05:49,920 WHAT RESEARCH QUESTIONS ARE MOST 167 00:05:49,920 --> 00:05:53,320 LIKELY TO CONTRIBUTE TO THAT 168 00:05:53,320 --> 00:05:53,840 ADVANCING? 169 00:05:53,840 --> 00:05:57,120 AND WHICH STRATEGIES OR WHICH 170 00:05:57,120 --> 00:05:59,160 INDIVIDUALS AT WHICH AGES ARE 171 00:05:59,160 --> 00:06:02,960 MOST LIKELY TO LEAD TO EFFECTIVE 172 00:06:02,960 --> 00:06:05,960 AND SOMETIMES INDEPENDENT 173 00:06:05,960 --> 00:06:06,280 COMMUNICATION. 174 00:06:06,280 --> 00:06:07,280 A FEW FINAL POINTS. 175 00:06:07,280 --> 00:06:09,240 FOR THE SPEAKERS AND DISCUSSANTS 176 00:06:09,240 --> 00:06:10,720 NOTED ON THE AGENDA, YOU KNOW 177 00:06:10,720 --> 00:06:13,360 YOU'RE TO HOLD YOUR QUESTIONS OR 178 00:06:13,360 --> 00:06:14,360 COMMENTS TO THE DISCUSSION 179 00:06:14,360 --> 00:06:14,600 PERIOD. 180 00:06:14,600 --> 00:06:17,240 FOR THOSE OF YOU ON THE NIH 181 00:06:17,240 --> 00:06:19,680 VIDEOCAST LINK, YOU CAN PROVIDE 182 00:06:19,680 --> 00:06:21,760 QUESTIONS, COMMENTS AND FEEDBACK 183 00:06:21,760 --> 00:06:24,120 VIA THE FEEDBACK FORM NOTED ON 184 00:06:24,120 --> 00:06:24,880 THE LINK. 185 00:06:24,880 --> 00:06:27,280 WE'LL DO OUR BEST TO ADDRESS AS 186 00:06:27,280 --> 00:06:30,040 MANY OF THESE QUESTIONS AS TIME 187 00:06:30,040 --> 00:06:30,280 PERMITS. 188 00:06:30,280 --> 00:06:32,120 SECOND POINT, WHEN SOMEONE IS 189 00:06:32,120 --> 00:06:33,160 CONTRIBUTING USING AUGUST 190 00:06:33,160 --> 00:06:36,640 MENNATIVE AND ALTERNATIVE 191 00:06:36,640 --> 00:06:38,160 COMMUNICATION, BE PATIENT. 192 00:06:38,160 --> 00:06:39,160 RESPECTING THE ADDITIONAL TIME 193 00:06:39,160 --> 00:06:41,120 THAT IS NEEDED TO FORMULATE 194 00:06:41,120 --> 00:06:42,440 THEIR MESSAGE. 195 00:06:42,440 --> 00:06:48,560 AND DO NOT SPEAK OVER THEM. 196 00:06:48,560 --> 00:06:50,920 PLEASE MUTE AND KEEP YOUR CAMERA 197 00:06:50,920 --> 00:06:53,560 OFF WHEN I TELL YOU TO. 198 00:06:53,560 --> 00:06:54,560 AND DURING THE DISCUSSION 199 00:06:54,560 --> 00:06:56,080 PERIOD, WE'LL ASK YOU TO TURN IT 200 00:06:56,080 --> 00:06:56,880 BACK ON. 201 00:06:56,880 --> 00:06:59,320 ON THIS SLIDE, IF YOU NEED THE 202 00:06:59,320 --> 00:07:01,280 CURRENT AGENDA, I THINK ALMOST 203 00:07:01,280 --> 00:07:02,840 EVERYBODY CERTAINLY HAS IT, BUT 204 00:07:02,840 --> 00:07:05,560 THERE WERE SOME CHANGES JUST 205 00:07:05,560 --> 00:07:05,840 RECENTLY. 206 00:07:05,840 --> 00:07:09,240 OR IF YOU NEED TECHNICAL HELP, 207 00:07:09,240 --> 00:07:13,640 THIS IS HOW TO CONTACT TANJI OR 208 00:07:13,640 --> 00:07:15,480 CHRIS BY E-MAIL OR PHONE NUMBER. 209 00:07:15,480 --> 00:07:16,480 THANK YOU, HELEN. 210 00:07:16,480 --> 00:07:21,640 YOU CAN TAKE IT OFF. 211 00:07:21,640 --> 00:07:24,600 AND THEN, FINALLY, I WANT TO SAY 212 00:07:24,600 --> 00:07:26,280 IN ADVANCE, THANK YOU. 213 00:07:26,280 --> 00:07:29,160 THANK YOU FOR SHARING YOUR 214 00:07:29,160 --> 00:07:31,360 EXPERTISE, YOUR INSIGHTS, YOUR 215 00:07:31,360 --> 00:07:33,360 EXPERIENCES, ALL OF WHICH I KNOW 216 00:07:33,360 --> 00:07:35,040 ARE GOING TO BE INVALUABLE IN 217 00:07:35,040 --> 00:07:37,600 HELPING US TO IDENTIFY KEY 218 00:07:37,600 --> 00:07:38,760 ISSUES IN THE NEXT RESEARCH 219 00:07:38,760 --> 00:07:40,360 STEPS TO ADDRESS THE 220 00:07:40,360 --> 00:07:42,080 COMMUNICATION NEEDS OF THIS 221 00:07:42,080 --> 00:07:42,360 POPULATION. 222 00:07:42,360 --> 00:07:44,680 WE LOOK FORWARD TO HAVING A 223 00:07:44,680 --> 00:07:47,160 GREAT TWO DAYS TOGETHER. 224 00:07:47,160 --> 00:07:48,560 SO, LET'S GET STARTED. 225 00:07:48,560 --> 00:07:50,040 FIRST OF ALL, I'M GOING TO ASK 226 00:07:50,040 --> 00:07:52,240 EVERYBODY TO TURN YOUR CAMERAS 227 00:07:52,240 --> 00:07:53,480 OFF. 228 00:07:53,480 --> 00:07:57,960 PROBABLY PUT YOUR MICS -- MUTE 229 00:07:57,960 --> 00:07:58,480 YOURSELF. 230 00:07:58,480 --> 00:07:58,680 OKAY. 231 00:07:58,680 --> 00:08:02,080 SO WE DECIDED THAT A FIRST STEP 232 00:08:02,080 --> 00:08:04,320 FOR TODAY WOULD BE TO HEAR A 233 00:08:04,320 --> 00:08:05,480 VARIETY OF PERSPECTIVES ABOUT 234 00:08:05,480 --> 00:08:07,800 THE FOCUS OF THE WEBINAR. 235 00:08:07,800 --> 00:08:10,160 SO, WE INVITED A NUMBER OF 236 00:08:10,160 --> 00:08:12,080 STAKEHOLDERS TO HAVE A 237 00:08:12,080 --> 00:08:14,760 ROUNDTABLE ABOUT CHALLENGES AND 238 00:08:14,760 --> 00:08:15,120 OPPORTUNITIES. 239 00:08:15,120 --> 00:08:18,480 AND WE ASKED EACH ONE OF THEM TO 240 00:08:18,480 --> 00:08:21,000 BRIEFLY ADDRESS THIS QUESTION: 241 00:08:21,000 --> 00:08:24,280 WHAT SINGLE RESEARCH QUESTION ON 242 00:08:24,280 --> 00:08:26,560 INTERVENTION TO IMPROVE LANGUAGE 243 00:08:26,560 --> 00:08:28,040 OUTCOMES FOR MINIMALLY EVENTUAL 244 00:08:28,040 --> 00:08:29,480 AND NON-SPEAKING INDIVIDUALS 245 00:08:29,480 --> 00:08:30,960 WITH AUTISM, WOULD YOU LIKE TO 246 00:08:30,960 --> 00:08:33,360 SEE ADDRESSED AND ANSWERED? 247 00:08:33,360 --> 00:08:36,600 SO WE'RE GOING TO BEGIN WITH 248 00:08:36,600 --> 00:08:38,080 COMMENTS FROM GRANT BLASCO, A 249 00:08:38,080 --> 00:08:39,520 COLLEGE STUDENT AND A 250 00:08:39,520 --> 00:08:41,880 SELF-ADVOCATE AND A USER OF AAC 251 00:08:41,880 --> 00:08:52,360 TECHNOLOGY TO GET US STARTED. 252 00:09:04,600 --> 00:09:04,760 >> WAIT. 253 00:09:04,760 --> 00:09:04,960 SORRY. 254 00:09:04,960 --> 00:09:11,400 I DON'T KNOW HOW TO STOP THIS. 255 00:09:11,400 --> 00:09:11,680 OKAY. 256 00:09:11,680 --> 00:09:12,720 >> EVERYONE REALIZES THAT THE 257 00:09:12,720 --> 00:09:15,520 THREE OF US ARE NOT TECHNOLOGY 258 00:09:15,520 --> 00:09:15,800 EXPERTS. 259 00:09:15,800 --> 00:09:18,720 SO BE PATIENT WHEN WE PRESS THE 260 00:09:18,720 --> 00:09:20,320 WRONG BUTTON. 261 00:09:20,320 --> 00:09:21,720 >> AND GRANT, I'M SORRY, BUT 262 00:09:21,720 --> 00:09:23,600 YOURS DID NOT DOWNLOAD PROPERLY 263 00:09:23,600 --> 00:09:26,800 ON MY COMPUTER. 264 00:09:26,800 --> 00:09:33,440 >> OKAY, I THINK I HAVE IT. 265 00:09:33,440 --> 00:09:34,440 >> DR. COOPER, MAKE SURE YOU 266 00:09:34,440 --> 00:09:38,280 SHARE COMPUTER SOUND WHEN YOU 267 00:09:38,280 --> 00:09:39,200 SHARE, ALSO. 268 00:09:39,200 --> 00:09:39,480 >> OKAY. 269 00:09:39,480 --> 00:09:41,080 HOLD ON. 270 00:09:41,080 --> 00:09:50,720 GIVE ME JUST A MINUTE. 271 00:09:50,720 --> 00:09:53,000 >> JUST TO NOTE THAT GRANT IS 272 00:09:53,000 --> 00:09:54,600 TALKING IN FIRST VOICE AND THEN 273 00:09:54,600 --> 00:09:56,520 WE HAVE OTHER STAKEHOLDERS IN 274 00:09:56,520 --> 00:09:57,560 SECOND VOICE, THIS MORNING. 275 00:09:57,560 --> 00:09:59,520 DO YOU HAVE IT? 276 00:09:59,520 --> 00:10:00,600 >> ALMOST. 277 00:10:00,600 --> 00:10:00,800 SORRY. 278 00:10:00,800 --> 00:10:04,800 I DID NOT HAVE IT QUEUED UP. 279 00:10:04,800 --> 00:10:06,720 YOU'RE GOING TO SHOW ME HOW TO 280 00:10:06,720 --> 00:10:10,840 BE SURE WE HAVE SOUND, RIGHT? 281 00:10:10,840 --> 00:10:20,960 OKAY. 282 00:10:26,280 --> 00:10:29,400 JUST CLICK ON THIS LINK HERE? 283 00:10:29,400 --> 00:10:29,920 OKAY. 284 00:10:29,920 --> 00:10:35,440 NOW I NEED TO SHARE SCREEN, 285 00:10:35,440 --> 00:10:43,640 RIGHT? 286 00:10:43,640 --> 00:10:46,520 PLAYING IT FROM HERE IS FINE. 287 00:10:46,520 --> 00:10:52,160 GO BACK TO THE ZOOM -- BUT I 288 00:10:52,160 --> 00:10:54,520 NEED TO KEEP THE LINK UP, RIGHT? 289 00:10:54,520 --> 00:10:56,680 >> YOU ALREADY HAVE IT OPEN IN A 290 00:10:56,680 --> 00:10:59,960 WEB PAGE. 291 00:10:59,960 --> 00:11:02,360 SEE WHERE IT SAYS SHARE SCREEN 292 00:11:02,360 --> 00:11:05,120 ON THE BOTTOM? 293 00:11:05,120 --> 00:11:06,640 SELECT THAT WEB PAGE. 294 00:11:06,640 --> 00:11:16,840 MAKE SURE TO SHARE SOUND. 295 00:11:16,840 --> 00:11:19,040 >> THANK YOU. 296 00:11:19,040 --> 00:11:20,560 >> GOOD AFTERNOON, EVERYONE. 297 00:11:20,560 --> 00:11:22,280 MY NAME IS GRANT BLASCO. 298 00:11:22,280 --> 00:11:24,600 I LIVE IN WASHINGTON STATE, 299 00:11:24,600 --> 00:11:26,440 ATTEND COLLEGE AND SERVE ON THE 300 00:11:26,440 --> 00:11:27,880 ADVISORY COUNCIL OF 301 00:11:27,880 --> 00:11:29,760 COMMUNICATION FIRST, A NATIONAL 302 00:11:29,760 --> 00:11:30,600 CIVIL RIGHTS ORGANIZATION. 303 00:11:30,600 --> 00:11:33,600 I WANT TO THANK THEIR COOPER, 304 00:11:33,600 --> 00:11:35,680 DR. CONNIE KASARI AND DR. HELEN 305 00:11:35,680 --> 00:11:37,080 TAGER-FLUSBERG FOR INVITING ME 306 00:11:37,080 --> 00:11:38,200 TO PRESENT. 307 00:11:38,200 --> 00:11:40,560 I'M HONORED TO BE A PART OF THIS 308 00:11:40,560 --> 00:11:40,920 IMPORTANT EVENT. 309 00:11:40,920 --> 00:11:43,000 AS YOU MAY HAVE NOTICED, I 310 00:11:43,000 --> 00:11:45,440 COMMUNICATE WITH AUGMENTED 311 00:11:45,440 --> 00:11:46,760 ALTERNATIVE COMMUNICATION OR 312 00:11:46,760 --> 00:11:46,920 AAC. 313 00:11:46,920 --> 00:11:48,880 I MAINLY TYPE ON AN iPAD WITH 314 00:11:48,880 --> 00:11:51,600 ONE FINGER WITH WORD PREDICTION 315 00:11:51,600 --> 00:11:53,400 ENABLED AND AT A RATE OF 12 316 00:11:53,400 --> 00:11:54,080 WORDS PER MEANT. 317 00:11:54,080 --> 00:11:56,080 I PREPARE MY RESPONSE IN ADVANCE 318 00:11:56,080 --> 00:11:58,200 FOR TODAY'S TIME CONSTRAINED 319 00:11:58,200 --> 00:11:58,440 REMARKS. 320 00:11:58,440 --> 00:12:02,160 I WAS ONLY 8 YEARS OLD IN 2010 321 00:12:02,160 --> 00:12:04,760 WHEN THE iPAD CAME OUT AND THE 322 00:12:04,760 --> 00:12:05,680 FIRST WORKSHOP OCCURRED. 323 00:12:05,680 --> 00:12:07,600 AT THAT POINT MY COMMUNICATION 324 00:12:07,600 --> 00:12:09,520 WAS STILL SERIOUSLY LIMITED. 325 00:12:09,520 --> 00:12:10,360 RESEARCHERS MIGHT HAVE REFERRED 326 00:12:10,360 --> 00:12:12,560 TO ME AS A NON RESPONDER BECAUSE 327 00:12:12,560 --> 00:12:14,600 DESPITE YEARS OF ACCESS TO 328 00:12:14,600 --> 00:12:16,080 TRADITIONAL INTERVENTIONS, I 329 00:12:16,080 --> 00:12:17,840 STILL COULD NOT SPEAK OR USING 330 00:12:17,840 --> 00:12:27,440 ANY OF THE DEVICES I CHILD. 331 00:12:27,440 --> 00:12:37,640 [ READING ] 332 00:12:51,160 --> 00:12:53,480 I LOOK TO RESEARCH WHEN I HAD 333 00:12:53,480 --> 00:12:54,880 FRUSTRATING PHASES BUT I DID NOT 334 00:12:54,880 --> 00:12:56,080 FIND ANSWERS FOR THIS. 335 00:12:56,080 --> 00:12:58,680 I HAD TO SEEK OUT OTHER USERS ON 336 00:12:58,680 --> 00:12:59,920 MY OWN. 337 00:12:59,920 --> 00:13:01,200 SOMETIMES IT WAS DISHEARTENING 338 00:13:01,200 --> 00:13:03,000 AS THEY HAVE OTHER TYPES OF 339 00:13:03,000 --> 00:13:05,080 DISABILITIES, NOT AUTISM. 340 00:13:05,080 --> 00:13:06,520 MANY SAY THEY DID NOT STRUGGLE 341 00:13:06,520 --> 00:13:07,720 WITH THE SAME CHALLENGE THAT IS 342 00:13:07,720 --> 00:13:10,000 GET IN MY WAY TO GIVE JUST A FEW 343 00:13:10,000 --> 00:13:11,600 EXAMPLES, I AM CONSTANTLY 344 00:13:11,600 --> 00:13:14,000 DISTRACTED BY COMPETING -- AS I 345 00:13:14,000 --> 00:13:15,120 TRY TO COMMUNICATE. 346 00:13:15,120 --> 00:13:17,960 MY EYE TRACKING IS PRONE TO 347 00:13:17,960 --> 00:13:18,480 FATIGUE. 348 00:13:18,480 --> 00:13:19,600 I EXPERIENCE CONTROL ISSUES 349 00:13:19,600 --> 00:13:20,920 REGULARLY THAT ARE EVEN WORSE 350 00:13:20,920 --> 00:13:21,680 WHEN I'M NERVOUS. 351 00:13:21,680 --> 00:13:23,440 AND I HAVE TO FOCUS VERY SLOWLY 352 00:13:23,440 --> 00:13:25,600 AND CAREFULLY TO POINT WITHOUT 353 00:13:25,600 --> 00:13:26,040 MISTAKES. 354 00:13:26,040 --> 00:13:36,280 [ READING ] 355 00:15:33,560 --> 00:15:34,200 >> DR. COOPER: THANK YOU VERY 356 00:15:34,200 --> 00:15:35,440 MUCH FOR THAT, GRANT. 357 00:15:35,440 --> 00:15:38,360 WE ARE READY TO MOVE ON TO -- 358 00:15:38,360 --> 00:15:41,240 NEXT WE -- OUR NEXT STAKEHOLDER 359 00:15:41,240 --> 00:15:43,520 PERSPECTIVE COMES FROM MATTHEW 360 00:15:43,520 --> 00:15:43,920 BELMONTE. 361 00:15:43,920 --> 00:15:46,160 I'LL ASK MATTHEW TO TURN HIS 362 00:15:46,160 --> 00:15:46,840 CAMERA ON. 363 00:15:46,840 --> 00:15:48,560 MATHY IS A SIBLING OF A PERSON 364 00:15:48,560 --> 00:15:52,880 ON THE AUTISM SPECTRUM AND A 365 00:15:52,880 --> 00:15:53,160 RESEARCHER. 366 00:15:53,160 --> 00:15:55,960 >> MATTHEW BELMONTE: LET ME TRY 367 00:15:55,960 --> 00:15:58,760 TO ORIENT THIS SO I'M IN THE 368 00:15:58,760 --> 00:16:01,640 RIGHT LIGHT. 369 00:16:01,640 --> 00:16:03,560 THANK YOU VERY MUCH FOR ALLOWING 370 00:16:03,560 --> 00:16:05,760 ME TO PARTICIPATE IN THIS 371 00:16:05,760 --> 00:16:06,440 MEETING. 372 00:16:06,440 --> 00:16:07,600 LET ME GET RIGHT TO IT. 373 00:16:07,600 --> 00:16:09,760 BECAUSE WE DON'T HAVE A LOT OF 374 00:16:09,760 --> 00:16:09,960 TIME. 375 00:16:09,960 --> 00:16:16,040 LET ME SHARE SOME SLIDES. 376 00:16:16,040 --> 00:16:16,600 TWO SLIDES. 377 00:16:16,600 --> 00:16:18,080 I HOPE YOU CAN SEE THAT. 378 00:16:18,080 --> 00:16:23,960 SO THIS IS MY QUESTION. 379 00:16:23,960 --> 00:16:25,800 AND OF COURSE IT IS -- I'M GOING 380 00:16:25,800 --> 00:16:30,320 TO OUT MYSELF AS A PERSON WITH A 381 00:16:30,320 --> 00:16:32,960 POLITICAL -- CAN REPORTS OF 382 00:16:32,960 --> 00:16:34,280 KEYBOARD COMMUNICATION BY PEOPLE 383 00:16:34,280 --> 00:16:36,080 WITH AUTISM GUIDE THE 384 00:16:36,080 --> 00:16:37,960 DEVELOPMENT OF THERAPIES? 385 00:16:37,960 --> 00:16:38,680 HOW? 386 00:16:38,680 --> 00:16:40,600 FOR WHOMAT? 387 00:16:40,600 --> 00:16:42,680 WHAT AGES AND DEVELOPMENTAL 388 00:16:42,680 --> 00:16:48,120 STAGES AND IN WHAT CONTEXTS? 389 00:16:48,120 --> 00:16:52,040 OF COURSE, THE TOPIC WITH A LONG 390 00:16:52,040 --> 00:16:54,800 HISTORY, AND YOU ALL KNOW THE 391 00:16:54,800 --> 00:16:56,360 USUAL SUSPECTS IN TERMS OF THE 392 00:16:56,360 --> 00:16:59,680 METHODS THAT ARE OUT THERE. 393 00:16:59,680 --> 00:17:03,080 FC, RPM AND ALL THESE SIMILAR 394 00:17:03,080 --> 00:17:05,880 METHODS HAVE THIS FUNDAMENTAL 395 00:17:05,880 --> 00:17:09,960 FLAW WHERE THEY CERTAINLY ADMIT 396 00:17:09,960 --> 00:17:10,560 INFLUENCE. 397 00:17:10,560 --> 00:17:13,200 BUT, MANY PEOPLE ARE USING SUCH 398 00:17:13,200 --> 00:17:13,880 A METHOD. 399 00:17:13,880 --> 00:17:15,480 MANY PEOPLE ARE PAYING LOTS OF 400 00:17:15,480 --> 00:17:17,280 MONEY FOR SUCH A METHOD. 401 00:17:17,280 --> 00:17:19,480 BASING DECISIONS ON OUTPUT FROM 402 00:17:19,480 --> 00:17:20,680 SUCH METHODS. 403 00:17:20,680 --> 00:17:22,800 OR POTENTIALLY HAVING OTHER 404 00:17:22,800 --> 00:17:24,840 THERAPIES DISPLACED BY SUCH A 405 00:17:24,840 --> 00:17:25,080 METHOD. 406 00:17:25,080 --> 00:17:28,480 SO I THINK THAT WE NEED TO 407 00:17:28,480 --> 00:17:31,160 LISTEN TO WHAT STAKEHOLDERS ARE 408 00:17:31,160 --> 00:17:32,280 SAYING ABOUT ALL OF THIS. 409 00:17:32,280 --> 00:17:35,200 AND WE NEED TO LISTEN AND 410 00:17:35,200 --> 00:17:36,520 CONSIDER SEVERAL AREAS. 411 00:17:36,520 --> 00:17:38,040 NUMBER 1 THE THEORETICAL AREA, 412 00:17:38,040 --> 00:17:39,000 COULD IT WORK? 413 00:17:39,000 --> 00:17:41,960 IF IT WORKS, HOW MIGHT IT WORK? 414 00:17:41,960 --> 00:17:44,880 MAYBE ASYNCHRONOUS REPETITIVE 415 00:17:44,880 --> 00:17:48,200 MOVEMENT ARE EASIER TO CONTROL. 416 00:17:48,200 --> 00:17:50,040 THE QUESTION OF HETEROGENEITY. 417 00:17:50,040 --> 00:17:53,240 IF IT WORKS, FOR WHOM? 418 00:17:53,240 --> 00:17:54,600 IT CERTAINLY DOESN'T WORK FOR 419 00:17:54,600 --> 00:17:56,520 EVERYONE AND WE HAVE FOUND IN 420 00:17:56,520 --> 00:17:59,400 OUR OWN WORK, ABOUT A THIRD OF 421 00:17:59,400 --> 00:18:01,800 MINIMALLY EVENTUAL -- MINIMALLY 422 00:18:01,800 --> 00:18:02,880 SPEAKING PEOPLE WITH AUTISM IN 423 00:18:02,880 --> 00:18:05,280 OUR CLINICAL SAMPLE, HAVE A 424 00:18:05,280 --> 00:18:07,520 SEVERE ORAL MOTOR IMPAIRMENT. 425 00:18:07,520 --> 00:18:09,120 AND RECEPTIVE LANGUAGE NOT MUCH 426 00:18:09,120 --> 00:18:10,080 GREATER THAN EXPRESSIVE 427 00:18:10,080 --> 00:18:10,320 LANGUAGE. 428 00:18:10,320 --> 00:18:13,240 WE BELIEVE IT IS THIS SUBSAMPLE 429 00:18:13,240 --> 00:18:15,000 THAT MIGHT BE THE CANDIDATES FOR 430 00:18:15,000 --> 00:18:18,920 SOMETHING LIKE THIS. 431 00:18:18,920 --> 00:18:19,360 VARIABILITY. 432 00:18:19,360 --> 00:18:20,720 IN WHAT CIRCUMSTANCES DOES IT 433 00:18:20,720 --> 00:18:22,000 WORK? 434 00:18:22,000 --> 00:18:26,200 A LOT OF PEOPLE TRYING TO RUN 435 00:18:26,200 --> 00:18:30,840 TESTS HAVE TAKEN THE PARTICIPANT 436 00:18:30,840 --> 00:18:32,000 TO THE EXPERIMENT RATHER THAN 437 00:18:32,000 --> 00:18:34,400 TAKING THE EXPERIMENT TO THE 438 00:18:34,400 --> 00:18:36,480 PARTICIPANT'S FAMILIAR 439 00:18:36,480 --> 00:18:36,840 SURROUNDINGS. 440 00:18:36,840 --> 00:18:42,280 WE NEED A WHOLE LOT MORE 441 00:18:42,280 --> 00:18:45,320 PHYSIOLOGICAL MEASURES AND 442 00:18:45,320 --> 00:18:47,680 INPUTS FROM STAKEHOLDERS. 443 00:18:47,680 --> 00:18:50,440 HOW SHOULD IT BE TESTED? 444 00:18:50,440 --> 00:18:53,240 WELL, THE QUESTION OF 445 00:18:53,240 --> 00:18:56,560 RECONCILING THE VERY MANY 446 00:18:56,560 --> 00:18:58,560 POSITIVE CASE REPORTS WITH 447 00:18:58,560 --> 00:19:01,160 NEGATIVE CONTROLLED STUDIES IS A 448 00:19:01,160 --> 00:19:02,440 DIFFICULT ONE. 449 00:19:02,440 --> 00:19:04,560 THOSE STUDIES TENDED TO USE 450 00:19:04,560 --> 00:19:06,560 BINARY TESTS AND MESSAGE 451 00:19:06,560 --> 00:19:08,680 PASSING, WHICH MIGHT NOT BE 452 00:19:08,680 --> 00:19:11,160 SENSITIVE TO SUBTLE ISSUES. 453 00:19:11,160 --> 00:19:13,160 MORE RECENTLY, AND I KNOW YOU 454 00:19:13,160 --> 00:19:14,760 WILL HEAR ABOUT THIS DURING THIS 455 00:19:14,760 --> 00:19:16,080 MEETING, THERE HAVE BEEN EYE 456 00:19:16,080 --> 00:19:18,400 TRACKING STUDIES SHOWING 457 00:19:18,400 --> 00:19:22,280 FIXATION OF LETTERS FOLLOWED BY 458 00:19:22,280 --> 00:19:22,880 EYE GAZE AVERSION. 459 00:19:22,880 --> 00:19:26,960 WE CAN INTRODUCE SENSITIVE 460 00:19:26,960 --> 00:19:28,360 MEASURES LIKE LEXIBLE DISTANCES 461 00:19:28,360 --> 00:19:34,480 AND LOOKING AT PRE FIXES OF 462 00:19:34,480 --> 00:19:35,160 COMMUNICATION. 463 00:19:35,160 --> 00:19:37,200 >> DR. COOPER: MATTHEW, I WILL 464 00:19:37,200 --> 00:19:38,560 HAVE TO ASK TO YOU SPEED IT UP. 465 00:19:38,560 --> 00:19:40,280 THIS SLIDE HAS A LOT OF 466 00:19:40,280 --> 00:19:41,760 IMPORTANT ISSUES THAT WILL BE 467 00:19:41,760 --> 00:19:44,720 AVAILABLE TO THOSE AFTER. 468 00:19:44,720 --> 00:19:47,080 >> MATTHEW BELMONTE: I'M REALLY 469 00:19:47,080 --> 00:19:47,320 SORRY. 470 00:19:47,320 --> 00:19:51,440 LET ME SKIP TO MY LAST POINT. 471 00:19:51,440 --> 00:19:53,880 NUMBER 1, CO-OP ACTIVITY. 472 00:19:53,880 --> 00:19:56,920 MY MAIN POINT IS THE REASON THAT 473 00:19:56,920 --> 00:19:59,480 PEOPLE GO FOR THESE KIND OF 474 00:19:59,480 --> 00:20:01,600 PERSONALITY CALLS AROUND 475 00:20:01,600 --> 00:20:03,600 THERAPIES THAT ARE CLEAN AND 476 00:20:03,600 --> 00:20:05,280 THEY RESIST SCIENTIFIC TESTING 477 00:20:05,280 --> 00:20:06,720 IS BECAUSE THEY FEEL THAT THEY 478 00:20:06,720 --> 00:20:10,480 ARE NOT BEING LISTENED TO BY 479 00:20:10,480 --> 00:20:10,800 SCIENTISTS. 480 00:20:10,800 --> 00:20:14,080 AND THAT IS THE MOST IMPORTANT 481 00:20:14,080 --> 00:20:18,920 TO USE STAKEHOLDER-CENTERED AND 482 00:20:18,920 --> 00:20:20,920 CLIENT-CENTERED METHODS TO 483 00:20:20,920 --> 00:20:23,240 UNDERSTAND WHAT CLIENTS WANT. 484 00:20:23,240 --> 00:20:26,320 TO INVOLVE SKEPTIC SUPPORTERS 485 00:20:26,320 --> 00:20:30,120 AND THE CURIOUS IN EVERYTHING WE 486 00:20:30,120 --> 00:20:31,520 DO IN THE RESEARCH AGENDA. 487 00:20:31,520 --> 00:20:35,120 AND LASTLY, I WANT TO POINT OUT 488 00:20:35,120 --> 00:20:37,400 THAT THE ASSUMPTION OF 489 00:20:37,400 --> 00:20:39,400 COMPETENCE AND VALIDITY CAN IN 490 00:20:39,400 --> 00:20:42,080 SOME CIRCUMSTANCES, BE TOTALLY 491 00:20:42,080 --> 00:20:42,360 HARMLESS. 492 00:20:42,360 --> 00:20:43,760 THERE IS A DIFFERENCE BETWEEN 493 00:20:43,760 --> 00:20:46,840 ASKING WHAT WOULD YOU LIKE FOR 494 00:20:46,840 --> 00:20:49,800 DINNER VERSUS, DID HE TOUCH YOU 495 00:20:49,800 --> 00:20:50,000 THERE? 496 00:20:50,000 --> 00:20:52,120 SO IT'S POSSIBLE TO MAINTAIN 497 00:20:52,120 --> 00:20:53,920 SKEPTICISM IN SOME CIRCUMSTANCES 498 00:20:53,920 --> 00:20:55,000 BUT NOT IN OTHERS. 499 00:20:55,000 --> 00:20:56,720 LASTLY, I WANT TO SAY THAT I'M 500 00:20:56,720 --> 00:20:59,320 GOING TO OUT MYSELF BY -- I DO 501 00:20:59,320 --> 00:21:00,360 HAVE A PERSONAL STEAK IN THIS 502 00:21:00,360 --> 00:21:02,600 AND I HAVE SEEN THE GOOD SIDE 503 00:21:02,600 --> 00:21:05,800 AND THE BAD SIDE OF THE TYPING 504 00:21:05,800 --> 00:21:07,200 METHODS IN OUTPUTS FROM MY 505 00:21:07,200 --> 00:21:07,440 BROTHER. 506 00:21:07,440 --> 00:21:10,520 I HAVE SEEN IT CLEARLY BE 507 00:21:10,520 --> 00:21:11,720 INFLUENCED BY ANOTHER PERSON AND 508 00:21:11,720 --> 00:21:16,040 I HAVE ALSO SEEN IT WITH 509 00:21:16,040 --> 00:21:18,240 REFERENCE TO SHARE CHILDHOOD 510 00:21:18,240 --> 00:21:19,840 MEMORIES BE CLEARLY VALID. 511 00:21:19,840 --> 00:21:22,320 SO IT'S NOT AN EITHER-OR 512 00:21:22,320 --> 00:21:22,720 QUESTION. 513 00:21:22,720 --> 00:21:23,480 IT IS COMPLEX. 514 00:21:23,480 --> 00:21:24,720 THANK YOU. 515 00:21:24,720 --> 00:21:26,120 >> DR. COOPER: THANK YOU, 516 00:21:26,120 --> 00:21:26,360 MATTHEW. 517 00:21:26,360 --> 00:21:27,120 THANK YOU. 518 00:21:27,120 --> 00:21:31,400 IF YOU CAN STOP SHARING AND OUR 519 00:21:31,400 --> 00:21:34,440 NEXT STAKEHOLDER IS ELAINE 520 00:21:34,440 --> 00:21:36,560 LAZAR-WESLEY WHO IS A PARENT OF 521 00:21:36,560 --> 00:21:40,280 AN INDIVIDUAL WHO IS A 522 00:21:40,280 --> 00:21:42,400 NON-SPEAKING AUTISTIC 523 00:21:42,400 --> 00:21:42,720 INDIVIDUAL. 524 00:21:42,720 --> 00:21:45,000 DO YOU WANT TO TURN ON YOUR 525 00:21:45,000 --> 00:21:45,240 CAMERA? 526 00:21:45,240 --> 00:21:47,440 NOW YOU NEED TO UNMUTE AND I 527 00:21:47,440 --> 00:21:49,520 THINK YOU'RE READY TO GO. 528 00:21:49,520 --> 00:21:51,040 >> ELAINE LAZAR-WESLEY: HELLO. 529 00:21:51,040 --> 00:21:52,440 I'M ELAINE LAZAR-WESLEY. 530 00:21:52,440 --> 00:21:59,040 I'M THE MOTHER OF A ALMOST 31 531 00:21:59,040 --> 00:22:00,920 31-YEAR-OLD SON WITH AUTISM. 532 00:22:00,920 --> 00:22:05,840 AND I WANT TO SPEAK ABOUT THE 533 00:22:05,840 --> 00:22:06,760 POPULATION AMONG THEM. 534 00:22:06,760 --> 00:22:10,760 HE IS ONE OF THEM, WHO DOES NOT 535 00:22:10,760 --> 00:22:12,960 RESPOND TO IAC, WHO DOES NOT 536 00:22:12,960 --> 00:22:15,040 RESPOND WELL TO COMPUTERS. 537 00:22:15,040 --> 00:22:19,640 WHO DOES NOT RESPOND TO T.V. OR 538 00:22:19,640 --> 00:22:19,880 SCREEN. 539 00:22:19,880 --> 00:22:24,200 AND WHO NEEDS A WAY OF 540 00:22:24,200 --> 00:22:28,040 COMMUNICATING, THE DIFFERENT 541 00:22:28,040 --> 00:22:29,720 PICTURE COMMUNICATION OR -- HAVE 542 00:22:29,720 --> 00:22:31,640 NOT BEEN SUCCESSFUL. 543 00:22:31,640 --> 00:22:35,360 HOWEVER, THERE HAS BEEN SOME 544 00:22:35,360 --> 00:22:38,680 SUCCESS WITH GESTURE AND 545 00:22:38,680 --> 00:22:39,680 MODIFIED SIGN LANGUAGE. 546 00:22:39,680 --> 00:22:41,840 AND I WOULD LIKE TO BRING THE 547 00:22:41,840 --> 00:22:46,080 ATTENTION TO THE POPULATION WHO 548 00:22:46,080 --> 00:22:48,480 IS NOT RESPONSIVE TO OTHER 549 00:22:48,480 --> 00:22:50,360 METHODS, BUT IS VERY ENGAGED 550 00:22:50,360 --> 00:22:53,600 WITH EYE CONTACT AND WITH 551 00:22:53,600 --> 00:22:56,480 INTERACTION, DIRECT INTERACTION, 552 00:22:56,480 --> 00:22:57,000 WITH PEOPLE. 553 00:22:57,000 --> 00:23:02,480 AND SUGGESTING THAT MORE 554 00:23:02,480 --> 00:23:05,760 RESEARCH AND MAYBE EVEN AT A 555 00:23:05,760 --> 00:23:07,880 YOUNGER AGE OF TRYING TO SEE 556 00:23:07,880 --> 00:23:12,560 WHAT CAN BE ACCOMPLISHED BY 557 00:23:12,560 --> 00:23:14,320 FOCUSING ON GESTURE AND SIGN 558 00:23:14,320 --> 00:23:17,560 LANGUAGE OR AT LEAST MODIFIED 559 00:23:17,560 --> 00:23:21,400 SIGN LANGUAGE TO AT LEAST ENGAGE 560 00:23:21,400 --> 00:23:23,800 THEM AND EXPRESS THEM. 561 00:23:23,800 --> 00:23:26,520 THE BASIC COMMUNICATION FOR 562 00:23:26,520 --> 00:23:27,400 LIFE. 563 00:23:27,400 --> 00:23:31,160 >> DR. COOPER: THANK YOU. 564 00:23:31,160 --> 00:23:33,280 NEXT JOHN ROBISON WHO IS A 565 00:23:33,280 --> 00:23:34,160 SELF-ADVOCATE AND ALSO A 566 00:23:34,160 --> 00:23:35,280 VISITING SCHOLAR. 567 00:23:35,280 --> 00:23:37,480 JOHN, DO YOU WANT TO TURN YOUR 568 00:23:37,480 --> 00:23:38,080 CAMERA ON? 569 00:23:38,080 --> 00:23:39,880 THERE YOU GO. 570 00:23:39,880 --> 00:23:41,680 >> JOHN ROBISON: THANK YOU FOR 571 00:23:41,680 --> 00:23:46,680 INVITING ME TO JOIN Y'ALL TODAY. 572 00:23:46,680 --> 00:23:50,880 FIRST, I'D LIKE, AS AN AUTISTIC 573 00:23:50,880 --> 00:23:53,880 PERSON, TO SECOND WHAT SHE SAID 574 00:23:53,880 --> 00:23:56,080 ABOUT RESPECTFUL DISCOURSE IN 575 00:23:56,080 --> 00:23:57,680 THESE THINGS. 576 00:23:57,680 --> 00:23:59,840 IN MY TIME IN GOVERNMENT SERVICE 577 00:23:59,840 --> 00:24:03,720 ON THESE COMMITTEES, I HAVE 578 00:24:03,720 --> 00:24:07,200 CERTAINLY SEEN A LOT OF ISSUES 579 00:24:07,200 --> 00:24:08,520 AROUND THAT. 580 00:24:08,520 --> 00:24:11,080 IT'S ALWAYS IMPORTANT TO KEEP IN 581 00:24:11,080 --> 00:24:12,880 MIND THAT NO MATTER WHAT OUR 582 00:24:12,880 --> 00:24:13,920 DIFFERENCES ARE, I THINK IT'S 583 00:24:13,920 --> 00:24:15,720 FAIR TO SAY THAT EVERY SINGLE 584 00:24:15,720 --> 00:24:18,520 ONE OF US WANTS ONE SAME THING. 585 00:24:18,520 --> 00:24:21,400 AND THAT IS A GOOD QUALITY OF 586 00:24:21,400 --> 00:24:21,720 LIFE. 587 00:24:21,720 --> 00:24:24,320 A SAFE, HAPPY LIFE FOR PEOPLE 588 00:24:24,320 --> 00:24:26,200 WHO LIVE WITH AUTISM AND 589 00:24:26,200 --> 00:24:27,000 DEVELOPMENTAL DIFFERENCES AND 590 00:24:27,000 --> 00:24:27,800 THEIR FAMILIES. 591 00:24:27,800 --> 00:24:31,080 WE SHOULD ALL AGREE TO SET ASIDE 592 00:24:31,080 --> 00:24:32,600 DIFFERENCES, I THINK, AND MOVE 593 00:24:32,600 --> 00:24:36,480 FORWARD IN PURSUIT OF THAT GOAL. 594 00:24:36,480 --> 00:24:38,920 AND I SEE THE LIST OF PANELISTS, 595 00:24:38,920 --> 00:24:42,000 AND MAYBE SHE'LL SPEAK TO THIS, 596 00:24:42,000 --> 00:24:49,000 I SEE THAT AMY IS FOLLOWING ME 597 00:24:49,000 --> 00:24:51,920 WITH WORDS ABOUT HER MINIMALLY 598 00:24:51,920 --> 00:24:55,400 EVENTUAL AUTISTIC SON. 599 00:24:55,400 --> 00:24:57,760 SOMETIMES PEOPLE THINK THAT 600 00:24:57,760 --> 00:25:00,880 AUTISTIC PEOPLE HAVE AN INHERENT 601 00:25:00,880 --> 00:25:02,800 ABILITY TO UNDERSTAND AUTISTIC 602 00:25:02,800 --> 00:25:05,280 PEOPLE EVEN WHEN THEY DO NOT 603 00:25:05,280 --> 00:25:05,480 SPEAK. 604 00:25:05,480 --> 00:25:07,840 HAVING GROWN UP WITH AUTISTIC 605 00:25:07,840 --> 00:25:11,200 PEOPLE WHO DID NOT SPEAK, AND 606 00:25:11,200 --> 00:25:14,320 HAVING SAT AND SPENT TIME WITH 607 00:25:14,320 --> 00:25:16,080 AMY AND HER FAMILY AND HER 608 00:25:16,080 --> 00:25:18,040 SON -- I CAN TELL YOU AS AN 609 00:25:18,040 --> 00:25:20,040 AUTISTIC PERSON, THAT'S NOT A 610 00:25:20,040 --> 00:25:21,800 MAGIC PILL TO HELP ME 611 00:25:21,800 --> 00:25:22,920 COMMUNICATE WITH THEM. 612 00:25:22,920 --> 00:25:26,080 AND I THINK THAT THAT TAKES ME 613 00:25:26,080 --> 00:25:28,720 TO THE QUESTION THAT SHOULD BE 614 00:25:28,720 --> 00:25:31,360 FUNDAMENTAL TO WHAT NICD -- I'M 615 00:25:31,360 --> 00:25:34,560 SORRY, NIDCD, SHOULD BE TRYING 616 00:25:34,560 --> 00:25:36,240 TO ANSWER. 617 00:25:36,240 --> 00:25:40,440 AND THAT IS, WHAT ARE MINIMALLY 618 00:25:40,440 --> 00:25:41,720 EVENTUAL PEOPLE ASKING? 619 00:25:41,720 --> 00:25:43,320 WHAT DO THEY WANT? 620 00:25:43,320 --> 00:25:45,640 WHAT DOES AMY'S SON WANT? 621 00:25:45,640 --> 00:25:46,720 WHAT DOES GRANT WANT? 622 00:25:46,720 --> 00:25:51,120 WHAT DO ALL OF US WANT? 623 00:25:51,120 --> 00:25:53,320 AND I THINK BEFORE SETTING THAT 624 00:25:53,320 --> 00:25:54,840 ASIDE IS AN OBVIOUS THING. 625 00:25:54,840 --> 00:25:57,520 WE HAVE TO LOOK AT A FUNDAMENTAL 626 00:25:57,520 --> 00:26:01,760 WEAKNESS IN NIDCD TO ANSWER THAT 627 00:26:01,760 --> 00:26:02,440 QUESTION. 628 00:26:02,440 --> 00:26:05,640 AS THE GOVERNMENT AGENCY WHO HAS 629 00:26:05,640 --> 00:26:08,000 ADDRESSED HEARING LOSS, NIDCD 630 00:26:08,000 --> 00:26:10,760 ABSOLUTELY HAS PEOPLE WHO ARE 631 00:26:10,760 --> 00:26:12,440 SKILLED IN THE TECHNICAL ASPECTS 632 00:26:12,440 --> 00:26:14,640 OF THINGS LIKE HEARING AIDS. 633 00:26:14,640 --> 00:26:16,960 BUT IF WE WANT TO ANSWER A BASIC 634 00:26:16,960 --> 00:26:18,960 QUESTION, WHAT IS A NON-SPEAKING 635 00:26:18,960 --> 00:26:20,040 PERSON THINKING? 636 00:26:20,040 --> 00:26:22,560 WE NEED TO USE THE LATEST 637 00:26:22,560 --> 00:26:22,920 TECHNOLOGY. 638 00:26:22,920 --> 00:26:24,920 WE NEED TO USE AI. 639 00:26:24,920 --> 00:26:27,440 WE NEED TO USE EMERGENT 640 00:26:27,440 --> 00:26:28,520 TECHNOLOGIES TO READ 641 00:26:28,520 --> 00:26:29,720 EXPRESSIONS, TO READ BODY 642 00:26:29,720 --> 00:26:30,760 LANGUAGE. 643 00:26:30,760 --> 00:26:34,080 WE NEED TO USE DIFFERENT 644 00:26:34,080 --> 00:26:35,960 MECHANISMS THAN KEYBOARDS AND 645 00:26:35,960 --> 00:26:38,760 iPADS TO HELP NON-SPEAKING 646 00:26:38,760 --> 00:26:40,840 PEOPLE COMMUNICATE. 647 00:26:40,840 --> 00:26:42,920 WHAT I WOULD URGE IS THAT NOT 648 00:26:42,920 --> 00:26:46,520 ONLY DOES NIDCD KEEP THE FOCUS 649 00:26:46,520 --> 00:26:49,640 ON WHAT ARE WE THINKING, BUT 650 00:26:49,640 --> 00:26:54,960 THAT THEY SIGNIFICANTLY EXPAND 651 00:26:54,960 --> 00:26:57,360 THEIR STAFF WITH CAPABILITIES IN 652 00:26:57,360 --> 00:27:01,320 THE EMERGING TECHNICAL AREAS. 653 00:27:01,320 --> 00:27:03,680 NIH IS AN ABSOLUTE WORLD LEADER 654 00:27:03,680 --> 00:27:05,040 IN MEDICAL SCIENCE. 655 00:27:05,040 --> 00:27:08,160 BUT NIH IS WAY BEHIND THE TIMES 656 00:27:08,160 --> 00:27:10,360 IN ELECTRICAL ENGINEERING AND 657 00:27:10,360 --> 00:27:11,640 COMPUTER ENGINEERING AND 658 00:27:11,640 --> 00:27:12,640 MATHEMATICAL THEORY. 659 00:27:12,640 --> 00:27:14,280 THERE IS SO MUCH THAT COULD HELP 660 00:27:14,280 --> 00:27:15,440 OUR COMMUNITY. 661 00:27:15,440 --> 00:27:19,160 AND I URGE YOU TO TAKE THAT TO 662 00:27:19,160 --> 00:27:22,640 HEART AND TO REMEMBER THAT WE DO 663 00:27:22,640 --> 00:27:24,560 STAND TOGETHER. 664 00:27:24,560 --> 00:27:26,840 WHEN GRANT SAID IN HIS TALK THAT 665 00:27:26,840 --> 00:27:29,720 HE WANTS US TO BE MINDFUL OF 666 00:27:29,720 --> 00:27:32,440 STRESS, LET ME JUST STRONGLY 667 00:27:32,440 --> 00:27:33,760 SECOND HIS OPINION. 668 00:27:33,760 --> 00:27:36,240 JUST AS HE FEELS STRESS AND 669 00:27:36,240 --> 00:27:38,960 TRAUMA FROM HIS COMMUNICATION 670 00:27:38,960 --> 00:27:40,680 DISABILITIES, I FEEL STRESS AND 671 00:27:40,680 --> 00:27:43,040 TRAUMA FROM MY COMMUNICATION 672 00:27:43,040 --> 00:27:43,360 DISABILITIES. 673 00:27:43,360 --> 00:27:44,760 AND I THINK IT'S FAIR TO SAY 674 00:27:44,760 --> 00:27:47,680 THAT EVERY AUTISTIC PERSON 675 00:27:47,680 --> 00:27:49,160 SUFFERS FROM THAT BECAUSE AUTISM 676 00:27:49,160 --> 00:27:52,160 IS A COMMUNICATION DISABILITY. 677 00:27:52,160 --> 00:27:55,240 AND I HOPE THAT THAT IS USEFUL 678 00:27:55,240 --> 00:27:56,840 AND THANK YOU. 679 00:27:56,840 --> 00:27:58,560 >> DR. COOPER: THANK YOU VERY 680 00:27:58,560 --> 00:27:59,240 MUCH, JOHN. 681 00:27:59,240 --> 00:28:03,120 NEXT WE'LL HEAR FROM JASMINE 682 00:28:03,120 --> 00:28:07,720 GILLIS WHO IS A SPEECH-LANGUAGE 683 00:28:07,720 --> 00:28:08,480 PATHOLOGIST. 684 00:28:08,480 --> 00:28:09,120 SO JASMINE? 685 00:28:09,120 --> 00:28:14,560 >> JASMINE GILLIS: YES, I'M A 686 00:28:14,560 --> 00:28:15,160 PEDIATRIC SPEECH-LANGUAGE 687 00:28:15,160 --> 00:28:17,440 PATHOLOGIST AND BOARD CERTIFIED 688 00:28:17,440 --> 00:28:19,040 BEHAVIOR ANALYST AND I SPENT THE 689 00:28:19,040 --> 00:28:20,600 BETTER PART OF THE LAST 20 OR SO 690 00:28:20,600 --> 00:28:22,240 YEARS WORKING WITH CHILDREN WITH 691 00:28:22,240 --> 00:28:22,480 AUTISM. 692 00:28:22,480 --> 00:28:26,640 MY CURRENT ROLE IS AS EXECUTIVE 693 00:28:26,640 --> 00:28:29,480 DIRECTOR OF SNL THERAPY AT 694 00:28:29,480 --> 00:28:30,040 PEDIATRIC SPEECH-LANGUAGE 695 00:28:30,040 --> 00:28:31,360 PATHOLOGY PRACTICE WITH FOUR 696 00:28:31,360 --> 00:28:32,440 LOCATIONS IN AND AROUND THE 697 00:28:32,440 --> 00:28:33,240 BOSTON AREA. 698 00:28:33,240 --> 00:28:34,880 WE SEE CHILDREN WITH A WIDE 699 00:28:34,880 --> 00:28:36,480 VARIETY OF COMMUNICATION NEEDS 700 00:28:36,480 --> 00:28:38,120 BUT SPECIALIZE IN THE TREATMENT 701 00:28:38,120 --> 00:28:39,680 OF CHILDREN WITH AUTISM AND WORK 702 00:28:39,680 --> 00:28:41,160 WITH MANY CHILDREN WHO ARE 703 00:28:41,160 --> 00:28:43,760 CLASSIFIED AS MINIMALLY VERBAL 704 00:28:43,760 --> 00:28:46,760 TO BUILD VERBAL COMMUNICATION 705 00:28:46,760 --> 00:28:47,280 SKILLS. 706 00:28:47,280 --> 00:28:48,360 OFTENTIMES PARENTS OR 707 00:28:48,360 --> 00:28:49,160 PROFESSIONALS SEEK OUT OUR 708 00:28:49,160 --> 00:28:50,640 SERVICES TO AUGMENT WHAT THEY 709 00:28:50,640 --> 00:28:51,760 ARE ALREADY RECEIVING AND 710 00:28:51,760 --> 00:28:53,520 ALREADY HAVE AS A ROBUST 711 00:28:53,520 --> 00:28:54,520 CONSOLATION OF INTERVENTIONS. 712 00:28:54,520 --> 00:28:56,280 BUT TO PROVIDE A BEST SHOT OR 713 00:28:56,280 --> 00:28:58,200 ATTEMPT AT VERBAL COMMUNICATION. 714 00:28:58,200 --> 00:28:59,640 SO MY CURRENT POSITION IS ONE 715 00:28:59,640 --> 00:29:02,640 WHERE I WORK WITH CHILDREN 716 00:29:02,640 --> 00:29:05,040 ONE-ON-ONE AND ALSO WORK TO 717 00:29:05,040 --> 00:29:07,800 DEVELOP TREATMENT PLANS AND WITH 718 00:29:07,800 --> 00:29:09,480 THE GOAL BEING FUNCTIONAL 719 00:29:09,480 --> 00:29:10,320 COMMUNICATION. 720 00:29:10,320 --> 00:29:12,800 AND I ALSO SUPERVISE A COUPLE 721 00:29:12,800 --> 00:29:14,800 DOZEN OTHER PATHOLOGIST WHO 722 00:29:14,800 --> 00:29:15,880 PROVIDE SIMILAR INTERVENTIONS. 723 00:29:15,880 --> 00:29:17,680 THE RESEARCH QUESTION I HAVE IS 724 00:29:17,680 --> 00:29:17,960 SIMPLE. 725 00:29:17,960 --> 00:29:19,720 WHAT ARE THE UNDERLYING 726 00:29:19,720 --> 00:29:21,280 MECHANISMS THAT SUPPORT THE 727 00:29:21,280 --> 00:29:23,760 TRANSITION FROM SPEECH OR SOUND 728 00:29:23,760 --> 00:29:25,160 PRODUCTION TO EXPRESSIVE 729 00:29:25,160 --> 00:29:27,080 COMMUNICATION OR THE EXPRESSION 730 00:29:27,080 --> 00:29:28,400 OF SHUTTLE AND IDEAS IN CHILDREN 731 00:29:28,400 --> 00:29:30,400 WHO ARE MINIMALLY EVENTUAL? 732 00:29:30,400 --> 00:29:32,680 FOR US -- VERBAL. 733 00:29:32,680 --> 00:29:34,160 WE DEVELOP MANY SKILLS STARTING 734 00:29:34,160 --> 00:29:35,560 WITH PARTICIPATION IN SESSIONS 735 00:29:35,560 --> 00:29:37,880 TO SUPPORT LEARNING, JOINT 736 00:29:37,880 --> 00:29:40,040 ATTENTION, RECIPROCITY AND 737 00:29:40,040 --> 00:29:42,160 SPEECH SOUND PRODUCTION FORMING 738 00:29:42,160 --> 00:29:44,760 SOMEWHAT SMALL AND ARBITRARY 739 00:29:44,760 --> 00:29:46,000 VOCAL TARGETS OF, FOR EXAMPLE, I 740 00:29:46,000 --> 00:29:50,720 CAN TEACH A CHILD TO SAY, BOB OR 741 00:29:50,720 --> 00:29:54,200 MOM OR BOO. 742 00:29:54,200 --> 00:29:57,320 AND WE CAN GOOD AT ELICITING 743 00:29:57,320 --> 00:29:59,920 THOSE SOUNDS AND THEY SOUND LIKE 744 00:29:59,920 --> 00:30:00,600 WORDS, MANY TIMES WE HAVE A 745 00:30:00,600 --> 00:30:02,920 BARRIER TO ENTRY TO TRUE INTENT. 746 00:30:02,920 --> 00:30:04,120 SO EVEN THOUGH SMALL WORDS CAN 747 00:30:04,120 --> 00:30:06,040 HAVE MEANING, FUNCTIONALLY 748 00:30:06,040 --> 00:30:08,240 GETTING TO A PLACE OF FUNCTIONAL 749 00:30:08,240 --> 00:30:10,080 INDEPENDENT USE IS AN ENTIRELY 750 00:30:10,080 --> 00:30:10,960 DIFFERENT TASK. 751 00:30:10,960 --> 00:30:12,840 AND SO, DON'T KNOW IF IT'S A 752 00:30:12,840 --> 00:30:14,640 MATTER OF INTENSITY OR 753 00:30:14,640 --> 00:30:16,120 GENERALIZATION BUT TIME AND TIME 754 00:30:16,120 --> 00:30:18,080 AGAIN WE CAN BE SUCCESSFUL IN 755 00:30:18,080 --> 00:30:20,240 BUILDING A REPERTOIRE OF SOUNDS, 756 00:30:20,240 --> 00:30:21,040 SYLLABLES OR WORDS. 757 00:30:21,040 --> 00:30:22,280 BUT THE TRANSITION TO 758 00:30:22,280 --> 00:30:23,440 ESTABLISHING AND SUPPORTING 759 00:30:23,440 --> 00:30:24,640 COMMUNICATION IS WHERE WE 760 00:30:24,640 --> 00:30:26,920 CONTINUE TO SEE A CHALLENGE FOR 761 00:30:26,920 --> 00:30:28,360 THESE YOUNG CHILDREN. 762 00:30:28,360 --> 00:30:29,640 THANK YOU. 763 00:30:29,640 --> 00:30:31,360 >> DR. COOPER: THANK YOU. 764 00:30:31,360 --> 00:30:33,840 NEXT WE WILL ASK ZACHARY 765 00:30:33,840 --> 00:30:37,520 WILLIAMS WHO IS A SELF-ADVOCATE 766 00:30:37,520 --> 00:30:39,840 AND ALSO AN M.D., PH.D. STUDENT. 767 00:30:39,840 --> 00:30:41,640 IF YOU WILL UNMUTE, YOU WILL BE 768 00:30:41,640 --> 00:30:42,200 READY TO GO. 769 00:30:42,200 --> 00:30:44,560 THANK YOU. 770 00:30:44,560 --> 00:30:45,760 >> ZACK WILLIAMS: THANK YOU. 771 00:30:45,760 --> 00:30:47,840 SO I JUST LIKE TO FIRST THANK 772 00:30:47,840 --> 00:30:49,840 YOU FOR HOLDING THIS CONFERENCE. 773 00:30:49,840 --> 00:30:51,840 IT'S TRULY WONDERFUL TO SEE ALL 774 00:30:51,840 --> 00:30:52,920 OF THESE DIFFERENT VOICES 775 00:30:52,920 --> 00:30:54,840 REPRESENTED HERE AND I'D LIKE TO 776 00:30:54,840 --> 00:30:56,320 ECHO WHAT JOHN AND MANY OTHERS 777 00:30:56,320 --> 00:31:00,040 HAVE ALREADY SAID ABOUT BRINGING 778 00:31:00,040 --> 00:31:01,640 PEOPLE TOGETHER AND THE UNITY 779 00:31:01,640 --> 00:31:03,440 BEHIND THE PERSPECTIVES OF 780 00:31:03,440 --> 00:31:05,240 WANTING TO SUPPORT NON-SPEAKING 781 00:31:05,240 --> 00:31:06,840 AUTISTIC PEOPLE AND IMPROVE 782 00:31:06,840 --> 00:31:08,120 QUALITY OF LIFE 783 00:31:08,120 --> 00:31:08,640 ACROSS-THE-BOARD. 784 00:31:08,640 --> 00:31:12,640 FOR ME, I THINK ONE OF THE REAL, 785 00:31:12,640 --> 00:31:13,960 PART HEART OF THE MATTER IS 786 00:31:13,960 --> 00:31:16,160 TRULY FIGURING OUT WHAT ARE YOU 787 00:31:16,160 --> 00:31:16,840 THE OUTCOMES? 788 00:31:16,840 --> 00:31:18,560 SPECIFICALLY MY ANSWER TO THIS 789 00:31:18,560 --> 00:31:19,960 IS WHICH SPECIFIC OUTCOMES 790 00:31:19,960 --> 00:31:21,760 SHOULD BE TARGETED? 791 00:31:21,760 --> 00:31:23,080 BY THINGS LIKE LANGUAGE 792 00:31:23,080 --> 00:31:25,080 INTERVENTION IN ORDER TO 793 00:31:25,080 --> 00:31:26,080 MAXIMALLY IMPROVE SUBJECTIVE 794 00:31:26,080 --> 00:31:28,280 WELL-BEING AND QUALITY OF LIFE 795 00:31:28,280 --> 00:31:31,800 OF MINIMALLY EVENTUAL OR 796 00:31:31,800 --> 00:31:34,640 NON-SPEAKING PEOPLE ACROSS THE 797 00:31:34,640 --> 00:31:34,920 LIFESPAN. 798 00:31:34,920 --> 00:31:37,640 IT'S IMPORTANT TO FOCUS ON 799 00:31:37,640 --> 00:31:38,640 CLARIFYING THESE INTERVENTION 800 00:31:38,640 --> 00:31:40,280 TARGETS AND ALSO DETERMINING 801 00:31:40,280 --> 00:31:42,320 WHAT SORTS OF EVIDENCE WE SHOULD 802 00:31:42,320 --> 00:31:43,960 CONSIDER WHEN MAKING THOSE KINDS 803 00:31:43,960 --> 00:31:44,680 OF JUDGMENT. 804 00:31:44,680 --> 00:31:47,440 ARE WE GOING TO THINK ABOUT WHAT 805 00:31:47,440 --> 00:31:49,760 KINDS OF OUTCOME MEASURES ARE 806 00:31:49,760 --> 00:31:50,040 AVAILABLE? 807 00:31:50,040 --> 00:31:53,960 ARE WE GOING TO THINK ABOUT WHAT 808 00:31:53,960 --> 00:31:54,960 OUTCOME MEASURES ARE FEASIBLE? 809 00:31:54,960 --> 00:31:56,480 THE WAYS IN WHICH THE COMMUNITY 810 00:31:56,480 --> 00:31:58,760 CONSIDERS THE OUTCOME MEASURES? 811 00:31:58,760 --> 00:32:02,280 HOW STAKEHOLDERS FIND THEM? 812 00:32:02,280 --> 00:32:04,160 HOW WE DIFFERENT PEOPLE 813 00:32:04,160 --> 00:32:05,680 ADMINISTERING THEM FIND THEMET? 814 00:32:05,680 --> 00:32:05,880 SETRA. 815 00:32:05,880 --> 00:32:07,120 THESE ARE ALL TYPES OF EVIDENCE 816 00:32:07,120 --> 00:32:09,760 THAT CAN BE USED TO MAINTAIN 817 00:32:09,760 --> 00:32:11,920 FAIRLY HOLISTIC JUDGMENTS ABOUT 818 00:32:11,920 --> 00:32:12,880 AN OUTCOME AND NOT ONE WAY TO 819 00:32:12,880 --> 00:32:14,840 SAY, THIS IS THE BEST OUTCOME. 820 00:32:14,840 --> 00:32:16,680 AND SECOND ASPECT OF THIS IS, 821 00:32:16,680 --> 00:32:19,000 ONCE THE TARGETS OF INTERVENTION 822 00:32:19,000 --> 00:32:20,600 ARE THEMSELVES SELECTED, IS 823 00:32:20,600 --> 00:32:22,640 FIGURING OUT HOW BEST TO 824 00:32:22,640 --> 00:32:24,560 OPERATIONALIZE AND MEASURE THESE 825 00:32:24,560 --> 00:32:24,840 OUTCOMES. 826 00:32:24,840 --> 00:32:26,480 AND FOR INSTANCE, WHAT DOES 827 00:32:26,480 --> 00:32:28,400 SOMETHING LIKE IN IMPROVED 828 00:32:28,400 --> 00:32:29,160 FUNCTIONAL COMMUNICATION 829 00:32:29,160 --> 00:32:29,960 ACTUALLY LOOK LIKE? 830 00:32:29,960 --> 00:32:32,080 I THINK WE CAN ALL THINK THAT 831 00:32:32,080 --> 00:32:34,960 SOUNDS LIKE A GREAT OUTCOME IN 832 00:32:34,960 --> 00:32:35,920 LANGUAGE INTERVENTION. 833 00:32:35,920 --> 00:32:37,520 BUT THE OPERATIONALIZATION OF 834 00:32:37,520 --> 00:32:39,400 WHAT FUNCTIONAL COMMUNICATION 835 00:32:39,400 --> 00:32:41,960 ACTUALLY MEANS IS VERY 836 00:32:41,960 --> 00:32:42,200 DIFFICULT. 837 00:32:42,200 --> 00:32:44,360 AND IT OFTEN CHANGES 838 00:32:44,360 --> 00:32:45,480 DEVELOPMENTALLY AND CHANGES IN 839 00:32:45,480 --> 00:32:46,560 DIFFERENT CASES. 840 00:32:46,560 --> 00:32:49,000 AND ACTUALLY PUTTING THAT INTO A 841 00:32:49,000 --> 00:32:51,080 REAL MEASURE AND MAKING THAT 842 00:32:51,080 --> 00:32:54,040 STANDARDIZED ACROSS THE TRIAL, 843 00:32:54,040 --> 00:32:55,360 ACROSS DIFFERENT CASES ACROSS 844 00:32:55,360 --> 00:32:57,040 DIFFERENT DEVELOPMENTAL STAGES 845 00:32:57,040 --> 00:32:58,800 IS VERY CHALLENGING. 846 00:32:58,800 --> 00:33:00,680 AND ALSO JUST BASIC PSYCHOMETRIC 847 00:33:00,680 --> 00:33:02,200 AND MEASUREMENT DEVELOPMENT WORK 848 00:33:02,200 --> 00:33:04,160 ESPECIALLY IN THE NON-SPEAKING 849 00:33:04,160 --> 00:33:06,000 OR MINIMALLY VERBAL POPULATION 850 00:33:06,000 --> 00:33:07,600 IS LACKING YET IT'S VERY 851 00:33:07,600 --> 00:33:12,000 IMPORTANT NOT TO ASSUME THAT 852 00:33:12,000 --> 00:33:12,680 MEASURES DEVELOP IN OTHER 853 00:33:12,680 --> 00:33:14,560 DEVELOPMENTAL POPULATIONS AND 854 00:33:14,560 --> 00:33:16,400 TYPICAL POPULATIONS OR EVEN 855 00:33:16,400 --> 00:33:17,360 REMOTELY VALID WHEN THEY ARE 856 00:33:17,360 --> 00:33:19,120 USED IN PEOPLE WHO DON'T PRODUCE 857 00:33:19,120 --> 00:33:20,520 OR SOMETIMES UNDERSTAND A LOT OF 858 00:33:20,520 --> 00:33:21,080 VERBAL LANGUAGE. 859 00:33:21,080 --> 00:33:23,680 SO REALLY THERE NEEDS TO BE MORE 860 00:33:23,680 --> 00:33:25,400 SPECIALIZED MEASUREMENT WORK IN 861 00:33:25,400 --> 00:33:25,760 THIS POPULATION. 862 00:33:25,760 --> 00:33:27,840 IT'S SIMPLY NOT A POPULATION YOU 863 00:33:27,840 --> 00:33:29,920 CAN EASILY GENERALIZE TO. 864 00:33:29,920 --> 00:33:32,400 AND THEN LAST THING IS THAT 865 00:33:32,400 --> 00:33:35,400 STAKEHOLDER PERSPECTIVES OF 866 00:33:35,400 --> 00:33:36,880 AUTISTIC PEOPLE THAT ALSO HAVE 867 00:33:36,880 --> 00:33:38,800 FAMILY MEMBERS AND SUPPORT 868 00:33:38,800 --> 00:33:39,080 PEOPLE. 869 00:33:39,080 --> 00:33:41,200 THEY PLAY A LARGE ROLE IN BOTH 870 00:33:41,200 --> 00:33:41,480 PROCESSES. 871 00:33:41,480 --> 00:33:44,200 THEY CAN PROVIDE PERSPECTIVES ON 872 00:33:44,200 --> 00:33:46,040 USABILITY OF MEASURES, RELEVANCE 873 00:33:46,040 --> 00:33:47,000 OF MEASURES AND THINKING ABOUT 874 00:33:47,000 --> 00:33:50,120 WHEN SOMETHING IS GOING TO BE 875 00:33:50,120 --> 00:33:51,000 HELPFUL TO KNOWLEDGING OR 876 00:33:51,000 --> 00:33:52,520 IMPROVING AN INDIVIDUAL'S 877 00:33:52,520 --> 00:33:54,680 QUALITY OF LIFE -- 878 00:33:54,680 --> 00:33:56,600 UNDERSTANDING -- ASKING THE 879 00:33:56,600 --> 00:33:57,720 FAMILY, ASKING THE INDIVIDUAL, 880 00:33:57,720 --> 00:34:01,840 GETTING A SENSE OF OBSERVATION 881 00:34:01,840 --> 00:34:02,240 ET CETERA. 882 00:34:02,240 --> 00:34:03,720 ALL OF THOSE ARE GOING TO BE 883 00:34:03,720 --> 00:34:05,640 WELL INFORMED BY INCORPORATING 884 00:34:05,640 --> 00:34:09,320 THE FOLKS WHO ARE ON THE GROUND 885 00:34:09,320 --> 00:34:11,520 EXPERIENCING THOSE THINGS INTO 886 00:34:11,520 --> 00:34:12,760 THAT JUDGMENT. 887 00:34:12,760 --> 00:34:14,600 SO THANK YOU VERY MUCH. 888 00:34:14,600 --> 00:34:14,960 >> DR. COOPER. 889 00:34:14,960 --> 00:34:16,040 THANK YOU, ZACK. 890 00:34:16,040 --> 00:34:21,760 NEXT WE'LL GO TO JENNIFER KENT. 891 00:34:21,760 --> 00:34:23,400 SHE IS A SPEECH-LANGUAGE 892 00:34:23,400 --> 00:34:24,920 PATHOLOGIST AND CLINICAL 893 00:34:24,920 --> 00:34:25,200 RESEARCHER. 894 00:34:25,200 --> 00:34:26,720 IF YOU JUST UNMUTE, YOU'RE READY 895 00:34:26,720 --> 00:34:32,360 TO GO. 896 00:34:32,360 --> 00:34:33,400 >> A KENT KENT: THANK YOU VERY 897 00:34:33,400 --> 00:34:33,600 MUCH. 898 00:34:33,600 --> 00:34:35,320 I REALLY APPRECIATE THE 899 00:34:35,320 --> 00:34:38,120 INVITATION TO PARTICIPATE TODAY. 900 00:34:38,120 --> 00:34:40,000 JENNIFER KENT: AS I REPRESENT 901 00:34:40,000 --> 00:34:41,760 THE SORT OF PERSPECTIVE OF THE 902 00:34:41,760 --> 00:34:43,440 CLINICAL RESEARCHER, I'M 903 00:34:43,440 --> 00:34:44,760 CERTAINLY NOT OPERATING ALONE SO 904 00:34:44,760 --> 00:34:48,120 I THOUGHT IT WAS IMPORTANT TO 905 00:34:48,120 --> 00:34:51,360 CONTEXTUALIZE AS OTHERS HAVE 906 00:34:51,360 --> 00:34:52,320 DONE, THE ENVIRONMENT IN WHICH 907 00:34:52,320 --> 00:34:54,760 I'M WORKING ON A DAILY BASIS. 908 00:34:54,760 --> 00:34:56,440 AND HOW THE QUESTION WHICH IS 909 00:34:56,440 --> 00:34:57,760 VERY DIFFICULT TO NARY DOWN TO 910 00:34:57,760 --> 00:35:00,680 ONE QUESTION, BUT HOW I SORT OF 911 00:35:00,680 --> 00:35:01,640 ARRIVED THAT THE IN 912 00:35:01,640 --> 00:35:02,560 COLLABORATION WITH MANY 913 00:35:02,560 --> 00:35:04,040 COLLEAGUES AS YOU SEE HERE AT 914 00:35:04,040 --> 00:35:06,800 THE UNIVERSITY OF CENTRAL 915 00:35:06,800 --> 00:35:09,240 FLORIDA. 916 00:35:09,240 --> 00:35:10,720 REPRESENTING SPEECH-LANGUAGE 917 00:35:10,720 --> 00:35:11,760 PATHOLOGIST, BEHAVIORAL ANALYSTS 918 00:35:11,760 --> 00:35:13,120 AND EDUCATORS AS WE WORK WITH 919 00:35:13,120 --> 00:35:14,560 ENGINEERS AND INDUSTRY PARTNERS 920 00:35:14,560 --> 00:35:17,280 AND COMMUNITY PARTNERS AS WELL 921 00:35:17,280 --> 00:35:18,560 AS SELF ADVOCATES AND FAMILIES 922 00:35:18,560 --> 00:35:19,920 AND PROVIDERS. 923 00:35:19,920 --> 00:35:23,160 SO ON A DAILY BASIS WHERE I'M 924 00:35:23,160 --> 00:35:24,720 WORKING WITH THESE POPULATION OF 925 00:35:24,720 --> 00:35:26,520 INDIVIDUALS WITH AUTISM AND 926 00:35:26,520 --> 00:35:27,200 RELATED DISABILITIES THROUGH OUR 927 00:35:27,200 --> 00:35:30,040 CENTER FOR AUTISM AND RELATED 928 00:35:30,040 --> 00:35:31,360 DISABILITIES. 929 00:35:31,360 --> 00:35:33,480 OUR ASSISTIVE TECHNOLOGY CENTER, 930 00:35:33,480 --> 00:35:35,360 EARLY INTERVENTION TECHNICAL 931 00:35:35,360 --> 00:35:37,840 ASSISTANCE PROGRAMS, GO BABY GO 932 00:35:37,840 --> 00:35:38,680 AND COMMUNITY PROGRAMS. 933 00:35:38,680 --> 00:35:41,680 WE HAVE THE GOOD FORTUNE OF 934 00:35:41,680 --> 00:35:44,360 BEING INVOLVED AND HEARING FROM 935 00:35:44,360 --> 00:35:45,680 AND TRYING AND DEVELOPING THE 936 00:35:45,680 --> 00:35:49,160 WORK THAT WE HAVE IN THE 937 00:35:49,160 --> 00:35:49,400 ONGOING. 938 00:35:49,400 --> 00:35:52,080 SO WE REALLY HAVE A FOCUS ACROSS 939 00:35:52,080 --> 00:35:53,400 A NUMBER OF DIFFERENT AREAS AND 940 00:35:53,400 --> 00:35:55,440 THIS IS CERTAINLY NOT AN 941 00:35:55,440 --> 00:35:56,960 EXHAUSTIVE LIST BUT REALLY 942 00:35:56,960 --> 00:35:59,280 HAVING GREAT FOCUS ON EARLY 943 00:35:59,280 --> 00:36:01,680 INTERVENTION, PLAY, EARLY 944 00:36:01,680 --> 00:36:02,480 LANGUAGE DEVELOPMENT, 945 00:36:02,480 --> 00:36:05,760 EDUCATIONAL AND FAMILY 946 00:36:05,760 --> 00:36:07,280 EXPERIENCES, SENSORY 947 00:36:07,280 --> 00:36:08,880 INTEGRATION, TECHNOLOGY 948 00:36:08,880 --> 00:36:11,480 DEVELOPMENT AND APPLICATION, 949 00:36:11,480 --> 00:36:13,000 BOTH THROUGH SOME OF THE LATEST 950 00:36:13,000 --> 00:36:16,160 3D PRINTING OPTIONS, MOBILITY, 951 00:36:16,160 --> 00:36:17,760 HOLOGRAM, TECHNOLOGY AND 952 00:36:17,760 --> 00:36:19,440 IMMERSIVE TECHNOLOGIES AS WELL 953 00:36:19,440 --> 00:36:21,200 AS AAC IN GENERAL. 954 00:36:21,200 --> 00:36:23,880 SO MANY OF US HAVE A FOCUS WHEN 955 00:36:23,880 --> 00:36:26,560 IT COMES TO SORT OF THAT ONGOING 956 00:36:26,560 --> 00:36:27,680 CYCLE OF ASSESSMENT AND 957 00:36:27,680 --> 00:36:30,320 INTERVENTION AND HOW THAT LEADS 958 00:36:30,320 --> 00:36:31,760 WHAT WE ARE DOING IN THE 959 00:36:31,760 --> 00:36:32,200 ONGOING. 960 00:36:32,200 --> 00:36:34,760 AS WE COME TOGETHER AND 961 00:36:34,760 --> 00:36:37,680 COLLECTIVELY WORK ELBOW TO ELBOW 962 00:36:37,680 --> 00:36:39,520 AND COLLABORATE AND HAVE THE 963 00:36:39,520 --> 00:36:40,760 OPPORTUNITY BECAUSE OF THIS 964 00:36:40,760 --> 00:36:42,000 EVENT TO REALLY COME TOGETHER 965 00:36:42,000 --> 00:36:44,080 AGAIN AS A GROUP AND TALK ABOUT 966 00:36:44,080 --> 00:36:46,000 WHERE DO WE CONVERGE? 967 00:36:46,000 --> 00:36:47,680 WHAT ARE WE MOST CONCERNED ABOUT 968 00:36:47,680 --> 00:36:48,640 AS A GROUP? 969 00:36:48,640 --> 00:36:50,720 THAT REALLY LED US TO 970 00:36:50,720 --> 00:36:52,000 IMPLEMENTATION ACROSS-THE-BOARD. 971 00:36:52,000 --> 00:36:54,800 SO WHAT WE ARE ALL VERY 972 00:36:54,800 --> 00:36:56,880 CONCERNED WITH IS HOW WE CAN 973 00:36:56,880 --> 00:36:59,080 BEST SUPPORT IMPLEMENTATION OF 974 00:36:59,080 --> 00:37:00,080 EVIDENCE BASED LANGUAGE 975 00:37:00,080 --> 00:37:02,800 ASSESSMENT AND INTERVENTION 976 00:37:02,800 --> 00:37:04,040 APPROACHES THROUGH STATE OF THE 977 00:37:04,040 --> 00:37:07,520 SCIENCE TECHNOLOGY TOOLS. 978 00:37:07,520 --> 00:37:09,120 VERBAL AND NON-SPEAKING 979 00:37:09,120 --> 00:37:09,520 INDIVIDUALS. 980 00:37:09,520 --> 00:37:11,720 AND THE OTHER KEY ASPECT OF THAT 981 00:37:11,720 --> 00:37:14,120 IS REALLY IN THEIR DAILY 982 00:37:14,120 --> 00:37:14,440 ENVIRONMENTS. 983 00:37:14,440 --> 00:37:17,520 AND IN A HOLISTIC MANNER. 984 00:37:17,520 --> 00:37:20,000 AS SOMEONE EMPLOYEES MENTIONED, 985 00:37:20,000 --> 00:37:21,640 Mr. BLASCO, LOOKING AT THOSE 986 00:37:21,640 --> 00:37:22,960 AREAS THAT ARE INTERCONNECTED 987 00:37:22,960 --> 00:37:24,480 WITH COMMUNICATION SUCCESS. 988 00:37:24,480 --> 00:37:25,840 HOW ALL THOSE THINGS FEED EACH 989 00:37:25,840 --> 00:37:29,200 OTHER AND REALLY INFORM THE 990 00:37:29,200 --> 00:37:30,320 SUCCESS. 991 00:37:30,320 --> 00:37:31,720 IT'S SOMETHING THAT MIGHT BE AN 992 00:37:31,720 --> 00:37:33,200 INTERVENTION THAT CAN IMPROVE 993 00:37:33,200 --> 00:37:36,640 OUTCOMES IN ONE AREA BUT REALLY 994 00:37:36,640 --> 00:37:37,720 ISN'T ACCEPTABLE TO THE 995 00:37:37,720 --> 00:37:38,000 INDIVIDUAL. 996 00:37:38,000 --> 00:37:39,400 IT ISN'T ACCEPTABLE TO THOSE IN 997 00:37:39,400 --> 00:37:40,840 THE ENVIRONMENT WHETHER THAT BE 998 00:37:40,840 --> 00:37:42,600 THE FAMILY THAT THE 999 00:37:42,600 --> 00:37:45,360 COMMUNICATION PARTNERS, THE 1000 00:37:45,360 --> 00:37:46,160 EDUCATORS, THEN WHAT IS THE 1001 00:37:46,160 --> 00:37:46,400 POINT? 1002 00:37:46,400 --> 00:37:49,600 WE HAVE A LOT OF CONCERN WITH 1003 00:37:49,600 --> 00:37:51,600 HOW WE'RE PROCEEDING IN 1004 00:37:51,600 --> 00:37:52,800 DEVELOPING OUR PROGRAMS OF 1005 00:37:52,800 --> 00:37:54,320 RESEARCH TO MAKE SURE THAT WE 1006 00:37:54,320 --> 00:37:56,720 REALLY ARE CONSIDERING THAT 1007 00:37:56,720 --> 00:37:57,720 IMPLEMENTATION SCIENCE ASPECT. 1008 00:37:57,720 --> 00:37:59,440 SO I'LL LEAVE IT AT THAT. 1009 00:37:59,440 --> 00:38:03,040 AS HARD AS IT WAS TO NARROW 1010 00:38:03,040 --> 00:38:03,560 DOWN. 1011 00:38:03,560 --> 00:38:05,240 >> DR. COOPER: THANK YOU, 1012 00:38:05,240 --> 00:38:05,680 JENNIFER. 1013 00:38:05,680 --> 00:38:08,920 OKAY, OUR LAST STAKEHOLDER IS 1014 00:38:08,920 --> 00:38:09,520 STEPHEN SHORE. 1015 00:38:09,520 --> 00:38:13,240 STEPHEN IS A SELF-ADVOCATE AND A 1016 00:38:13,240 --> 00:38:15,360 SPECIAL EDUCATION PROFESSIONAL. 1017 00:38:15,360 --> 00:38:16,440 STEPHEN, I SEE YOUR SCREEN AND 1018 00:38:16,440 --> 00:38:18,800 YOU'RE READY TO GO. 1019 00:38:18,800 --> 00:38:25,200 >> TEACH SHORE:STEPHEN SHORE: IO 1020 00:38:25,200 --> 00:38:28,240 BE HERE TO GIVE US THE 1021 00:38:28,240 --> 00:38:31,520 OPPORTUNITY TO RESPECTFULLY 1022 00:38:31,520 --> 00:38:33,360 ADVOCATE AND DISCUSS WHAT WE 1023 00:38:33,360 --> 00:38:38,240 FEEL IS BEST FOR NON-SPEAKING 1024 00:38:38,240 --> 00:38:38,920 AUTISTIC INDIVIDUALS. 1025 00:38:38,920 --> 00:38:42,120 I EXPERIENCED A GOOD AMOUNT OF 1026 00:38:42,120 --> 00:38:44,720 THAT IN THE FALL, LAST FALL AT A 1027 00:38:44,720 --> 00:38:47,040 FIRST PLACE CONFERENCE WITH 1028 00:38:47,040 --> 00:38:47,840 DENISE RESNICK. 1029 00:38:47,840 --> 00:38:48,440 AMY WAS THERE TOO. 1030 00:38:48,440 --> 00:38:50,040 AND THERE WAS A LOT OF TALK 1031 00:38:50,040 --> 00:38:51,840 ABOUT RESPECTFUL ADVOCACY AND 1032 00:38:51,840 --> 00:38:52,840 LISTENING TO EACH OTHER. 1033 00:38:52,840 --> 00:38:56,200 AND THAT IS SO, SO ENCOURAGING. 1034 00:38:56,200 --> 00:39:00,120 AS I LISTENED TO MY AUTISTIC 1035 00:39:00,120 --> 00:39:02,360 COLLEAGUES SPEAK, WHAT REALLY 1036 00:39:02,360 --> 00:39:05,120 CAME TO THE FOREFRONT IS THE 1037 00:39:05,120 --> 00:39:07,600 IMPORTANCE OF INVOLVING AUTISTIC 1038 00:39:07,600 --> 00:39:08,840 PEOPLE AS YOU ARE DOING HERE. 1039 00:39:08,840 --> 00:39:10,920 AND I THINK THAT IS GREAT. 1040 00:39:10,920 --> 00:39:12,680 MEANINGFUL AND AUTHENTIC 1041 00:39:12,680 --> 00:39:14,760 INVOLVEMENT OF AUTISTIC PEOPLE 1042 00:39:14,760 --> 00:39:16,720 IN ALL ASPECTS OF RESEARCH. 1043 00:39:16,720 --> 00:39:22,680 I AM NOW ON MY -- INVOLVED IN MY 1044 00:39:22,680 --> 00:39:27,120 FOURTH OR FIFTH PCORI GRANT 1045 00:39:27,120 --> 00:39:28,440 PROJECT. 1046 00:39:28,440 --> 00:39:31,960 A MAIN ASPECT OF THESE PROJECTS 1047 00:39:31,960 --> 00:39:33,680 INVOLVE AUTISTIC INVOLVEMENT. 1048 00:39:33,680 --> 00:39:38,160 AND WE HAVE STUDIED AUTISTIC 1049 00:39:38,160 --> 00:39:40,640 ENGAGEMENT SO WE CAN MAKE SURE 1050 00:39:40,640 --> 00:39:42,920 THAT IT'S MAXIMIZED IN THE AREAS 1051 00:39:42,920 --> 00:39:43,560 OF RESEARCH. 1052 00:39:43,560 --> 00:39:46,800 SO THAT'S SOMETHING THAT WE NEED 1053 00:39:46,800 --> 00:39:47,240 TO DO. 1054 00:39:47,240 --> 00:39:49,480 GRANT SAID IT, JOHN SAID IT, 1055 00:39:49,480 --> 00:39:51,240 ZACHARY SAID IT. 1056 00:39:51,240 --> 00:39:53,280 OTHER AUTISTIC PEOPLE SAID IT. 1057 00:39:53,280 --> 00:39:54,560 THERE IS RESEARCH ALSO 1058 00:39:54,560 --> 00:39:55,800 SUGGESTING THAT WHEN AUTISTIC 1059 00:39:55,800 --> 00:39:57,880 PEOPLE ARE MEANINGFULLY INVOLVED 1060 00:39:57,880 --> 00:39:59,960 IN RESEARCH, THAT THERE IS 1061 00:39:59,960 --> 00:40:03,400 GREATER RELIABILITY AND 1062 00:40:03,400 --> 00:40:03,680 VALIDITY. 1063 00:40:03,680 --> 00:40:05,760 WHAT IS IMPORTANT TO US? 1064 00:40:05,760 --> 00:40:06,400 ASK US. 1065 00:40:06,400 --> 00:40:09,160 GET TO KNOW US. 1066 00:40:09,160 --> 00:40:14,080 AND IN DOING SO, I FEEL THAT WE 1067 00:40:14,080 --> 00:40:18,480 CAN WORK TOGETHER IN RESPECTFUL 1068 00:40:18,480 --> 00:40:20,680 DISCOURSE N RESPECTFUL RESEARCH. 1069 00:40:20,680 --> 00:40:23,760 WHILE WE MAY HAVE MANY DIFFERENT 1070 00:40:23,760 --> 00:40:25,680 IDEAS OF WHAT WE WANT TO STUDY 1071 00:40:25,680 --> 00:40:28,680 AS JOHN SAID, WE ALL WANT TO 1072 00:40:28,680 --> 00:40:30,680 MAXIMIZE A GOOD QUALITY OF LIFE 1073 00:40:30,680 --> 00:40:31,560 FOR AUTISTIC PEOPLE. 1074 00:40:31,560 --> 00:40:33,080 I THINK THAT IS SOMETHING WE CAN 1075 00:40:33,080 --> 00:40:35,200 ALL AGREE ON. 1076 00:40:35,200 --> 00:40:38,280 AND THAT IS WHAT SHOULD BE 1077 00:40:38,280 --> 00:40:41,080 PULLING US ALL TOGETHER. 1078 00:40:41,080 --> 00:40:42,080 >> DR. COOPER: THANK YOU. 1079 00:40:42,080 --> 00:40:43,760 WHAT A WONDERFUL WAY TO START 1080 00:40:43,760 --> 00:40:44,440 THE DAY! 1081 00:40:44,440 --> 00:40:49,720 WITH A LOT OF PERSPECTIVES FROM 1082 00:40:49,720 --> 00:40:53,680 FOLKS WHO HAVE ENTERED THE 1083 00:40:53,680 --> 00:40:55,520 AUTISM WORLD IN A VARIETY OF 1084 00:40:55,520 --> 00:40:55,880 DIFFERENT WAYS. 1085 00:40:55,880 --> 00:40:56,160 THANK YOU. 1086 00:40:56,160 --> 00:40:58,760 AND WE ARE READY TO MOVE ON NOW 1087 00:40:58,760 --> 00:41:01,400 TO OUR FIRST PRESENTATION. 1088 00:41:01,400 --> 00:41:04,560 HOW FAR HAVE WE COME SINCE THE 1089 00:41:04,560 --> 00:41:07,920 WORKSHOP HELD IN 2010? 1090 00:41:07,920 --> 00:41:10,800 AND HELEN, OUR CO-CHAIR, WILL 1091 00:41:10,800 --> 00:41:15,280 WALK YOU THROUGH THOSE COMMENTS. 1092 00:41:15,280 --> 00:41:15,480 HELEN? 1093 00:41:15,480 --> 00:41:26,040 >> HELEN TAGER-FLUSBERG: OKAY, 1094 00:41:39,160 --> 00:41:40,240 HOLD ON. 1095 00:41:40,240 --> 00:41:41,520 I'M SORRY. 1096 00:41:41,520 --> 00:41:42,920 >> DR. COOPER: THAT'S OKAY. 1097 00:41:42,920 --> 00:41:46,400 TAKE YOUR TIME. 1098 00:41:46,400 --> 00:41:48,880 >> HELEN TAGER-FLUSBERG: OKAY, 1099 00:41:48,880 --> 00:41:52,240 MY PRESENTATION IS NOT -- THERE 1100 00:41:52,240 --> 00:42:02,320 WE GO. 1101 00:42:06,840 --> 00:42:08,640 CAN EVERYONE SEE MY SCREEN? 1102 00:42:08,640 --> 00:42:10,320 >> DR. COOPER: YES, YOU'RE FINE. 1103 00:42:10,320 --> 00:42:11,640 >> HELEN TAGER-FLUSBERG: THANK 1104 00:42:11,640 --> 00:42:11,800 YOU. 1105 00:42:11,800 --> 00:42:16,360 I HAVE TO SAY THAT'S A HARD ACT 1106 00:42:16,360 --> 00:42:17,040 TO FOLLOW. 1107 00:42:17,040 --> 00:42:20,600 OUR WONDERFUL, ELOQUENT, WISE 1108 00:42:20,600 --> 00:42:21,640 ROUNDTABLE PRESENTERS. 1109 00:42:21,640 --> 00:42:24,120 IT'S SO INSPIRING TO ME 1110 00:42:24,120 --> 00:42:27,040 PERSONALLY TO HEAR YOUR 1111 00:42:27,040 --> 00:42:28,560 COMMITMENT AND YOUR ASPIRATIONS 1112 00:42:28,560 --> 00:42:31,720 AND ALL YOUR WONDERFUL IDEAS. 1113 00:42:31,720 --> 00:42:34,720 I ALSO REALLY WANT TO THANK 1114 00:42:34,720 --> 00:42:38,120 DR. COOPER AND THE LEADERSHIP AT 1115 00:42:38,120 --> 00:42:39,440 NIDCD FOR INITIATING AND BEING 1116 00:42:39,440 --> 00:42:42,240 THE FORCE BEHIND THIS WEBINAR. 1117 00:42:42,240 --> 00:42:44,400 SO IN MY BRIEF TALK, WHAT I'M 1118 00:42:44,400 --> 00:42:47,440 GOING TO DO IS TO FOCUS ON 1119 00:42:47,440 --> 00:42:48,840 ESSENTIALLY A SMALL SAMPLE OF 1120 00:42:48,840 --> 00:42:52,640 WHAT I THINK HAS BEEN 1121 00:42:52,640 --> 00:42:54,640 ACCOMPLISHED ON RESEARCH ON 1122 00:42:54,640 --> 00:42:55,840 MINIMALLY VERBAL AND 1123 00:42:55,840 --> 00:42:58,360 NON-SPEAKING PEOPLE WITH AUTISM 1124 00:42:58,360 --> 00:43:01,120 SINCE OUR WORKSHOP HELD BACK IN 1125 00:43:01,120 --> 00:43:01,760 2010. 1126 00:43:01,760 --> 00:43:04,560 I'M GOING TO LEAVE THE 1127 00:43:04,560 --> 00:43:05,320 INTERVENTIONS RESEARCH PIECE OF 1128 00:43:05,320 --> 00:43:11,520 WHAT WE HAVE ACCOMPLISHED TO MY 1129 00:43:11,520 --> 00:43:12,680 COLLEAGUE, KAREN CHENAUSKY. 1130 00:43:12,680 --> 00:43:14,880 WE PUBLISHED TWO PAPERS THAT 1131 00:43:14,880 --> 00:43:18,760 CAME OUT IN 2013 THAT WERE A 1132 00:43:18,760 --> 00:43:20,800 RESULT OF THAT WEBINAR. 1133 00:43:20,800 --> 00:43:24,200 AND I WAS CITED TO SEE EARLIER 1134 00:43:24,200 --> 00:43:27,440 TODAY THAT THERE ARE OVER 1000 1135 00:43:27,440 --> 00:43:28,400 CITATIONS TO THOSE PAPERS. 1136 00:43:28,400 --> 00:43:31,680 AND WHAT WE CAN SEE HERE ARE THE 1137 00:43:31,680 --> 00:43:33,000 INCREASE IN PUBLICATIONS. 1138 00:43:33,000 --> 00:43:35,600 I DID A QUICK SEARCH ON PUBMED 1139 00:43:35,600 --> 00:43:38,680 AND YOU CAN SEE BACK WHEN WE 1140 00:43:38,680 --> 00:43:40,680 HELD THE WORKSHOP THERE WAS 1141 00:43:40,680 --> 00:43:41,400 SIMPLY NOTHING. 1142 00:43:41,400 --> 00:43:43,680 NOBODY WAS PUBLISHING ANYTHING 1143 00:43:43,680 --> 00:43:44,800 ON THIS POPULATION. 1144 00:43:44,800 --> 00:43:47,960 AND NOW WE SEE THAT THERE IS A 1145 00:43:47,960 --> 00:43:51,560 ROBUST AND SUSTAINED INCREASE IN 1146 00:43:51,560 --> 00:43:55,560 RESEARCH PUBLICATIONS ON THIS 1147 00:43:55,560 --> 00:43:56,080 POPULATION. 1148 00:43:56,080 --> 00:43:57,920 THERE HAS ALSO BEEN INCREASED 1149 00:43:57,920 --> 00:43:59,320 FUNDING AND INCREASED RESEARCH 1150 00:43:59,320 --> 00:44:00,720 ATTENTION. 1151 00:44:00,720 --> 00:44:02,440 ACCORDING TO NIH REPORTER, THERE 1152 00:44:02,440 --> 00:44:06,280 IS NOW 18 ACTIVE PROJECTS ON 1153 00:44:06,280 --> 00:44:06,680 THIS POPULATION. 1154 00:44:06,680 --> 00:44:09,480 AND AN ANNUAL FUNDING OF 11 1155 00:44:09,480 --> 00:44:11,360 MILLION DOLLARS. 1156 00:44:11,360 --> 00:44:14,280 AUTISM SPEAKS, IN FACT WAY BACK 1157 00:44:14,280 --> 00:44:17,520 WHEN, ACTUALLY INITIATED ALL OF 1158 00:44:17,520 --> 00:44:19,320 THIS FUNDING EARLY-STAGE 1159 00:44:19,320 --> 00:44:19,560 PROJECTS. 1160 00:44:19,560 --> 00:44:24,520 WE SHOULD GIVE A SHOUT OUT TO 1161 00:44:24,520 --> 00:44:26,960 THE PERSON WHOINS STA GATED THIS 1162 00:44:26,960 --> 00:44:28,480 AT AUTISM SPEAKS. 1163 00:44:28,480 --> 00:44:30,800 AND IT THEN SNOWBALLED INTO WHAT 1164 00:44:30,800 --> 00:44:33,200 WE HAVE TODAY. 1165 00:44:33,200 --> 00:44:36,480 THE SCIENCE FOUNDATION, SFARI 1166 00:44:36,480 --> 00:44:38,720 FUNDS SEVERAL PROJECTS. 1167 00:44:38,720 --> 00:44:39,360 INCLUDING SIMON'S SEARCH LIGHT 1168 00:44:39,360 --> 00:44:41,640 WHICH FOCUSES ON INDIVIDUALS 1169 00:44:41,640 --> 00:44:44,880 WITH SPECIFIC GENETIC MUTATIONS. 1170 00:44:44,880 --> 00:44:46,600 AND THESE ARE FOR THE MOST PART 1171 00:44:46,600 --> 00:44:48,680 PEOPLE WITH SPEECH AND SEVERE 1172 00:44:48,680 --> 00:44:50,840 SPEECH AND LANGUAGE IMPAIRMENTS. 1173 00:44:50,840 --> 00:44:55,520 AS WELL AS THE AUTISM INPATIENT 1174 00:44:55,520 --> 00:44:55,800 COLLECTION. 1175 00:44:55,800 --> 00:44:58,000 THEY TOO -- THERE IS A 1176 00:44:58,000 --> 00:44:59,680 SIGNIFICANT OVER REPRESENTATION 1177 00:44:59,680 --> 00:45:01,720 OF THE MINIMALLY VERBAL AND 1178 00:45:01,720 --> 00:45:02,040 NON-SPEAKING. 1179 00:45:02,040 --> 00:45:04,920 AND FINALLY, THE AUTISM SCIENCE 1180 00:45:04,920 --> 00:45:06,800 FOUNDATION ISSUED A SPECIAL 1181 00:45:06,800 --> 00:45:09,040 REQUEST FOR GRANT APPLICATIONS 1182 00:45:09,040 --> 00:45:12,520 AND JUST THIS MONTH AWARDED FOUR 1183 00:45:12,520 --> 00:45:15,120 GRANTS ON PROFOUND AUTISM. 1184 00:45:15,120 --> 00:45:16,800 IN TERMS OF RESEARCH INTERESTS 1185 00:45:16,800 --> 00:45:19,720 AT THE INTERNATIONAL SOCIETY FOR 1186 00:45:19,720 --> 00:45:22,720 AUTISM RESEARCH, WE SPONSOR 1187 00:45:22,720 --> 00:45:23,440 SPECIAL INTEREST GROUPS AND 1188 00:45:23,440 --> 00:45:27,040 RIGHT AFTER THE WORKSHOP, A 1189 00:45:27,040 --> 00:45:29,440 GROUP PULLED TOGETHER A SIG THAT 1190 00:45:29,440 --> 00:45:31,000 FOCUSED ON THIS POPULATION THIS 1191 00:45:31,000 --> 00:45:32,240 WENT FOR THREE YEARS. 1192 00:45:32,240 --> 00:45:35,200 AND IT ATTRACTED OVER100 PEOPLE 1193 00:45:35,200 --> 00:45:36,960 AT THEIR VERY EARLY MORNING 1194 00:45:36,960 --> 00:45:38,440 BREAKFAST MEETINGS. 1195 00:45:38,440 --> 00:45:40,800 AND THEN LAST YEAR, ANOTHER SIG 1196 00:45:40,800 --> 00:45:43,680 WAS INITIATED ON SEVERE AND 1197 00:45:43,680 --> 00:45:44,840 CHARGING BEHAVIOR. 1198 00:45:44,840 --> 00:45:46,840 AGAIN, OVERLAPPING WITH THE 1199 00:45:46,840 --> 00:45:48,920 FOCUS OF OUR WEBINAR TODAY. 1200 00:45:48,920 --> 00:45:51,760 SO LET'S TURN TO THE RESEARCH. 1201 00:45:51,760 --> 00:45:53,800 NEW MEASURES FOR THIS 1202 00:45:53,800 --> 00:45:54,320 POPULATION. 1203 00:45:54,320 --> 00:45:56,920 A MAJOR BARRIER -- THIS WAS 1204 00:45:56,920 --> 00:45:59,520 POINTED OUT BY SOME OF THE 1205 00:45:59,520 --> 00:46:01,680 STAKEHOLDERS -- IS LIMITED, 1206 00:46:01,680 --> 00:46:03,360 RELIABLE AND VALID MEASURES TO 1207 00:46:03,360 --> 00:46:05,240 ASSESS LOTS OF THINGS IN THIS 1208 00:46:05,240 --> 00:46:05,560 POPULATION. 1209 00:46:05,560 --> 00:46:08,840 I'LL FOCUS ON LANGUAGE AND 1210 00:46:08,840 --> 00:46:09,720 COMMUNICATION IN CHILDREN, 1211 00:46:09,720 --> 00:46:14,640 ADOLESCENTS AND ADULTS WHO ARE 1212 00:46:14,640 --> 00:46:16,600 MINIMALLY OR NON-SPEAKING. 1213 00:46:16,600 --> 00:46:18,440 AND THERE HAVE BEEN SEVERAL 1214 00:46:18,440 --> 00:46:20,760 EXCITING DEVELOPMENTS, BOTH IN 1215 00:46:20,760 --> 00:46:23,160 RECEPTIVE AND EXPRESSIVE 1216 00:46:23,160 --> 00:46:23,560 LANGUAGE. 1217 00:46:23,560 --> 00:46:26,240 SO JUST TO HIGHLIGHT THE 1218 00:46:26,240 --> 00:46:26,480 PROBLEM. 1219 00:46:26,480 --> 00:46:28,960 IN RECEPTIVE VOCABULARY, THIS IS 1220 00:46:28,960 --> 00:46:32,560 FROM OVER 100 CHILDREN AND 1221 00:46:32,560 --> 00:46:32,880 ADOLESCENTS. 1222 00:46:32,880 --> 00:46:35,080 PARENTS REPORT QUITE A LOT OF 1223 00:46:35,080 --> 00:46:36,480 RECEPTIVE VOCABULARY BUT FOR 1224 00:46:36,480 --> 00:46:38,280 THOSE SAME CHILDREN, OF COURSE 1225 00:46:38,280 --> 00:46:41,280 THERE IS LIMITED OR NO 1226 00:46:41,280 --> 00:46:43,160 EXPRESSIVE VOCABULARY. 1227 00:46:43,160 --> 00:46:45,000 SO WHAT KINDS OF DEVELOPMENTS 1228 00:46:45,000 --> 00:46:47,240 HAVE WE SEEN IN RECEPTIVE 1229 00:46:47,240 --> 00:46:47,520 LANGUAGE? 1230 00:46:47,520 --> 00:46:49,960 THERE HAVE BEEN QUITE A FEW 1231 00:46:49,960 --> 00:46:50,280 PAPERS. 1232 00:46:50,280 --> 00:46:52,560 LET ME HIGHLIGHT THE INNOVATIONS 1233 00:46:52,560 --> 00:46:55,680 THE PEOPLE HAVE BEGUN TO 1234 00:46:55,680 --> 00:47:00,040 IDENTIFY THAT REVEAL GREATER 1235 00:47:00,040 --> 00:47:00,680 RECEPTIVE CAPACITIES THAN WE SEE 1236 00:47:00,680 --> 00:47:02,600 ON STANDARDIZED FORMAL TESTS. 1237 00:47:02,600 --> 00:47:05,520 ONE USING THE TOUCH SCREEN. 1238 00:47:05,520 --> 00:47:08,280 FOR SOME INDIVIDUALS WILL REVEAL 1239 00:47:08,280 --> 00:47:09,360 GREATER RECEPTIVE SKILLS. 1240 00:47:09,360 --> 00:47:12,480 OR A TABLET, OR USING EYE 1241 00:47:12,480 --> 00:47:16,160 TRACKING AS THEIR MEASURE OF 1242 00:47:16,160 --> 00:47:16,480 COMPREHENSION. 1243 00:47:16,480 --> 00:47:18,600 REPLACING PICTORIAL 1244 00:47:18,600 --> 00:47:20,000 REPRESENTATIONS WITH 1245 00:47:20,000 --> 00:47:21,680 THREE-DIMENSIONAL OBJECTS AND 1246 00:47:21,680 --> 00:47:24,480 FINALLY, LOOKING AT BRAIN 1247 00:47:24,480 --> 00:47:26,920 MEASURES, THE BRAIN SIGNALING 1248 00:47:26,920 --> 00:47:28,080 COMPREHENSION THROUGH 1249 00:47:28,080 --> 00:47:29,080 EVENT-RELATED POTENTIALS. 1250 00:47:29,080 --> 00:47:31,600 SO, THERE IS SOME WORK ON THIS. 1251 00:47:31,600 --> 00:47:33,400 THERE IS A LONG WAY TO GO, 1252 00:47:33,400 --> 00:47:33,680 HOWEVER. 1253 00:47:33,680 --> 00:47:35,920 WHEN IT COMES TO EXPRESSIVE 1254 00:47:35,920 --> 00:47:38,200 LANGUAGE AND COMMUNICATION, 1255 00:47:38,200 --> 00:47:39,400 AGAIN, THERE HAVE BEEN QUITE A 1256 00:47:39,400 --> 00:47:40,520 NUMBER OF DEVELOPMENTS. 1257 00:47:40,520 --> 00:47:43,560 OUR OWN GROUP, WE DEVELOPED A 1258 00:47:43,560 --> 00:47:46,320 PROTOCOL FOR COLLECTING NATURAL 1259 00:47:46,320 --> 00:47:47,600 LANGUAGE SAMPLES WHICH ARE 1260 00:47:47,600 --> 00:47:51,520 REALLY THE MOST EFFECTIVE WAY OF 1261 00:47:51,520 --> 00:47:54,440 CAPTURING A CHILD OR AN 1262 00:47:54,440 --> 00:47:58,040 ADOLESCENT EXPRESSIVE OR ADULTS 1263 00:47:58,040 --> 00:47:59,240 EXPRESSIVE LANGUAGE 1264 00:47:59,240 --> 00:48:01,040 COMMUNICATION CAPACITY. 1265 00:48:01,040 --> 00:48:02,880 WE CALLED IT THE ELSA. 1266 00:48:02,880 --> 00:48:05,000 I THINK ONE OF THE MOST 1267 00:48:05,000 --> 00:48:06,720 IMPORTANT FINDING FROM OUR 1268 00:48:06,720 --> 00:48:08,400 RESEARCH WHICH WE PUBLISHED IN A 1269 00:48:08,400 --> 00:48:11,520 SEPARATE PAPER, WAS THAT IF WE 1270 00:48:11,520 --> 00:48:13,320 ASKED PARENTS TO ADMINISTER 1271 00:48:13,320 --> 00:48:18,520 ELSA, A SET OF GAMES AND 1272 00:48:18,520 --> 00:48:21,600 ACTIVITIES, AND COMPARED PARENTS 1273 00:48:21,600 --> 00:48:25,680 TO TESTERS, TRAINED TESTERS. 1274 00:48:25,680 --> 00:48:30,040 THE CHILDREN SPOKE TWICE AS MUCH 1275 00:48:30,040 --> 00:48:31,520 AND USED EXCISE AS MANY 1276 00:48:31,520 --> 00:48:33,800 DIFFERENT WORDS WHEN THEY WERE 1277 00:48:33,800 --> 00:48:36,240 INTERACTING WITH THEIR PARENTS 1278 00:48:36,240 --> 00:48:38,640 COMPARED TO THE TRAINED TESTERS. 1279 00:48:38,640 --> 00:48:41,120 AND I THINK THAT HAS AN 1280 00:48:41,120 --> 00:48:43,440 IMPORTANT IMPLICATION FOR HOW WE 1281 00:48:43,440 --> 00:48:46,040 THINK ABOUT ASSESSMENT FOR THIS 1282 00:48:46,040 --> 00:48:46,320 POPULATION. 1283 00:48:46,320 --> 00:48:48,720 AND THEN THERE HAVE BEEN THESE 1284 00:48:48,720 --> 00:48:52,000 OTHER SURVEYS AND MEASURES OF 1285 00:48:52,000 --> 00:48:54,400 CHANGE IN SOCIAL COMMUNICATION 1286 00:48:54,400 --> 00:48:58,480 THAT HAVE ALSO BEEN DEVELOPED. 1287 00:48:58,480 --> 00:49:00,200 IN MY FINAL SET OF RESEARCH 1288 00:49:00,200 --> 00:49:01,000 ACCOMPLISHMENTS, LET ME TALK 1289 00:49:01,000 --> 00:49:03,120 ABOUT STUDIES THAT HAVE LOOKED 1290 00:49:03,120 --> 00:49:06,640 AT EXPLAINING WHY DOES THIS 1291 00:49:06,640 --> 00:49:09,160 POPULATION HAVE SUCH SIGNIFICANT 1292 00:49:09,160 --> 00:49:11,720 LIMITATIONS IN SPOKEN LANGUAGE? 1293 00:49:11,720 --> 00:49:15,120 ONE IS BEHAVIORAL PREDICTORS. 1294 00:49:15,120 --> 00:49:16,920 IMITATION, COGNITIVE 1295 00:49:16,920 --> 00:49:18,960 DISABILITIES, SYMBOLIC 1296 00:49:18,960 --> 00:49:19,240 KNOWLEDGE. 1297 00:49:19,240 --> 00:49:23,760 THESE ALL GO TO SOME WAY IN 1298 00:49:23,760 --> 00:49:25,440 EXPLAINING FOR SOME INDIVIDUALS 1299 00:49:25,440 --> 00:49:30,880 THE LIMITED OR ABSENCE OF SPOKEN 1300 00:49:30,880 --> 00:49:31,160 LANGUAGE. 1301 00:49:31,160 --> 00:49:33,480 SPEECH MOTOR FUNCTION. 1302 00:49:33,480 --> 00:49:35,640 THE PHONETIC REPERTOIRE AND 1303 00:49:35,640 --> 00:49:38,360 PARTICULARLY THE OVERLAP OR THE 1304 00:49:38,360 --> 00:49:40,040 CO-OCCURRING CONDITION OF 1305 00:49:40,040 --> 00:49:45,040 CHILDHOOD APPROXY OF SPEECH. 1306 00:49:45,040 --> 00:49:48,880 IT EXPLAINS IN PART THE LOW 1307 00:49:48,880 --> 00:49:51,720 VERBAL SPOKEN ABILITIES FOR MANY 1308 00:49:51,720 --> 00:49:54,240 INDIVIDUALS WHO ARE PART OF THIS 1309 00:49:54,240 --> 00:49:54,680 POPULATION. 1310 00:49:54,680 --> 00:49:57,280 AND FINALLY THERE IS AUDITORY 1311 00:49:57,280 --> 00:49:58,040 PROCESSING. 1312 00:49:58,040 --> 00:50:00,360 WHEN WE LOOK AT CORTICAL 1313 00:50:00,360 --> 00:50:01,640 PROCESSING OF SOUNDS, WE SEE 1314 00:50:01,640 --> 00:50:04,360 THAT THIS MAY BE RELATED TO THE 1315 00:50:04,360 --> 00:50:07,400 LIMITATIONS IN RECEPTIVE 1316 00:50:07,400 --> 00:50:08,960 LANGUAGE THAT ARE EVIDENT IN 1317 00:50:08,960 --> 00:50:12,760 SOME BUT NOT ALL INDIVIDUALS. 1318 00:50:12,760 --> 00:50:15,280 SO THERE IS SO MUCH MORE. 1319 00:50:15,280 --> 00:50:18,360 WE HAVE JUST BEGUN TO TOUCH THE 1320 00:50:18,360 --> 00:50:21,320 SURFACE OF THIS IMPORTANT 1321 00:50:21,320 --> 00:50:21,640 QUESTION. 1322 00:50:21,640 --> 00:50:23,080 AND HOPE THAT IN THE YEARS TO 1323 00:50:23,080 --> 00:50:25,960 COME WE'LL SEE MORE DEVELOPMENTS 1324 00:50:25,960 --> 00:50:26,480 EMERGE. 1325 00:50:26,480 --> 00:50:29,560 SO WHAT IS THE CURRENT STATE OF 1326 00:50:29,560 --> 00:50:30,160 THE SCIENCE? 1327 00:50:30,160 --> 00:50:32,560 THERE IS ENORMOUS HETEROGENEITY. 1328 00:50:32,560 --> 00:50:35,480 WE CAME INTO THIS 13 YEARS AGO 1329 00:50:35,480 --> 00:50:37,880 KNOWING ABOUT THE HETEROGENEITY 1330 00:50:37,880 --> 00:50:41,840 AND IT'S ONLY BEEN AMPLIFIED AS 1331 00:50:41,840 --> 00:50:44,960 WE HAVE MOVED FORWARD ALL OF US 1332 00:50:44,960 --> 00:50:48,160 IN THE SCIENTIFIC COMMUNITY WITH 1333 00:50:48,160 --> 00:50:48,480 RESEARCH. 1334 00:50:48,480 --> 00:50:50,680 THIS IS ENORMOUS HETEROGENEITY 1335 00:50:50,680 --> 00:50:52,680 AND OF COURSE WE HAVE ALREADY 1336 00:50:52,680 --> 00:50:54,760 EVEN SEEN THAT REPRESENTED IN 1337 00:50:54,760 --> 00:50:56,880 THE PRESENTATIONS FROM THE 1338 00:50:56,880 --> 00:50:57,320 STAKEHOLDERS. 1339 00:50:57,320 --> 00:50:59,760 THERE IS NO SINGLE BEST 1340 00:50:59,760 --> 00:51:00,640 MEASUREMENT APPROACH. 1341 00:51:00,640 --> 00:51:03,800 IN OUR WORK, WE SHOWED SOME OF 1342 00:51:03,800 --> 00:51:06,760 THE PARTICIPANTS DID BEST WITH 1343 00:51:06,760 --> 00:51:07,320 THE TABLETS. 1344 00:51:07,320 --> 00:51:10,080 SOME HAVE DONE BETTER WITH EYE 1345 00:51:10,080 --> 00:51:13,000 TRACKING AND YET OTHERS WE SEE 1346 00:51:13,000 --> 00:51:15,200 IT'S BRAIN MEASURES THAT PROVIDE 1347 00:51:15,200 --> 00:51:18,000 THE CLEAREST WINDOW INTO THEIR 1348 00:51:18,000 --> 00:51:18,800 RECEPTIVE SKILLS. 1349 00:51:18,800 --> 00:51:21,880 THERE IS NO SINGLE UNIFIED 1350 00:51:21,880 --> 00:51:23,480 EXPLANATION. 1351 00:51:23,480 --> 00:51:25,800 THERE ARE MULTIPLE REASONS EACH 1352 00:51:25,800 --> 00:51:27,240 INDIVIDUAL WHO IS MINIMALLY 1353 00:51:27,240 --> 00:51:31,320 VERBAL OR NON-SPEAKING IS INDEED 1354 00:51:31,320 --> 00:51:31,520 UNIQUE. 1355 00:51:31,520 --> 00:51:37,120 AND THERE MAY BE ONE OR MORE 1356 00:51:37,120 --> 00:51:40,320 REASONS FOR THE LIMITED SPOKEN 1357 00:51:40,320 --> 00:51:40,560 LANGUAGE. 1358 00:51:40,560 --> 00:51:42,520 AND OF COURSE THIS ALL MEANS, 1359 00:51:42,520 --> 00:51:45,120 AND WE'LL HEAR MORE FROM CONNIE 1360 00:51:45,120 --> 00:51:48,520 ON THIS, THAT THERE IS NOT A 1361 00:51:48,520 --> 00:51:51,720 SINGLE IDEAL INTERVENTION. 1362 00:51:51,720 --> 00:51:53,840 WE HAVE MADE PROGRESS OVER THE 1363 00:51:53,840 --> 00:51:54,720 LAST DECADE. 1364 00:51:54,720 --> 00:51:56,400 I DON'T WANT TO DENY THAT. 1365 00:51:56,400 --> 00:52:00,880 BUT THERE IS A LONG WAY FOR US 1366 00:52:00,880 --> 00:52:01,440 TO GO. 1367 00:52:01,440 --> 00:52:03,720 AND FINALLY LET ME JUST THANK 1368 00:52:03,720 --> 00:52:14,080 YOU ALL FOR LISTENING. 1369 00:52:22,440 --> 00:52:23,440 >> DR. COOPER. 1370 00:52:23,440 --> 00:52:26,160 YOU'RE MUTED AGAIN. 1371 00:52:26,160 --> 00:52:29,520 >> HELEN TAGER-FLUSBERG WELL, 1372 00:52:29,520 --> 00:52:29,800 HAVING -- 1373 00:52:29,800 --> 00:52:31,520 [ MUTED ] 1374 00:52:31,520 --> 00:52:33,520 >> DR. COOPER: HELEN IS MUTED 1375 00:52:33,520 --> 00:52:36,720 AGAIN SO I'M GOING TO INTRODUCE 1376 00:52:36,720 --> 00:52:42,440 CONNIE. 1377 00:52:42,440 --> 00:52:44,040 >> HELEN TAGER-FLUSBERG: I HAVE 1378 00:52:44,040 --> 00:52:45,760 TO STAY AWAY FROM THE TOUCH PAD. 1379 00:52:45,760 --> 00:52:51,400 IT'S MY PLEASURE TO INTRODUCE MY 1380 00:52:51,400 --> 00:52:54,880 CO-CHAIR AND MY COLLEAGUE AND 1381 00:52:54,880 --> 00:52:57,800 DEAR FRIEND, CONNIE KASARI WHO 1382 00:52:57,800 --> 00:52:59,640 HAS BEEN WALKING THIS ADVENTURE 1383 00:52:59,640 --> 00:53:03,720 WITH ME FOR THE LAST MANY YEARS. 1384 00:53:03,720 --> 00:53:06,160 SO, TAKE IT AWAY, CONNIE. 1385 00:53:06,160 --> 00:53:10,280 >> CONNIE KASARI: HOPEFULLY YOU 1386 00:53:10,280 --> 00:53:11,320 CAN SEE MY SCREEN. 1387 00:53:11,320 --> 00:53:12,880 THANK YOU, HELEN. 1388 00:53:12,880 --> 00:53:14,360 SO I SECOND WHAT HELEN SAID. 1389 00:53:14,360 --> 00:53:16,080 WE MADE A LOT OF PROGRESS, 1390 00:53:16,080 --> 00:53:17,880 ESPECIALLY AROUND MEASUREMENT 1391 00:53:17,880 --> 00:53:20,760 AND DESCRIPTION OF THE 1392 00:53:20,760 --> 00:53:21,080 POPULATION. 1393 00:53:21,080 --> 00:53:22,400 BUT IN TERMS OF INTERVENTIONS 1394 00:53:22,400 --> 00:53:24,160 WHICH IS WHAT I'M GOING TO JUST 1395 00:53:24,160 --> 00:53:25,480 BRIEFLY TALK ABOUT, I THINK WE 1396 00:53:25,480 --> 00:53:28,200 HAD A LOT OF REALLY GOOD 1397 00:53:28,200 --> 00:53:30,200 COMMENTS IN OUR STAKEHOLDER 1398 00:53:30,200 --> 00:53:30,480 PANEL. 1399 00:53:30,480 --> 00:53:33,080 SO I WILL JUST HIGHLIGHT SOME OF 1400 00:53:33,080 --> 00:53:36,680 THEIR COMMENTS, ACTUALLY. 1401 00:53:36,680 --> 00:53:38,960 FIRST OF ALL, INTERVENTIONS ARE 1402 00:53:38,960 --> 00:53:40,680 REALLY HARD TO DO. 1403 00:53:40,680 --> 00:53:43,480 BUT WHAT WE KNOW SO FAR, BIG 1404 00:53:43,480 --> 00:53:45,080 PICTURE, IS THAT WE RECOGNIZE 1405 00:53:45,080 --> 00:53:47,400 THAT INTERVENTIONS, EDUCATION 1406 00:53:47,400 --> 00:53:48,800 AND SUPPORTS FOR AUTISTIC 1407 00:53:48,800 --> 00:53:51,680 INDIVIDUALS ARE NEEDED OVER THE 1408 00:53:51,680 --> 00:53:54,080 LIFESPAN AND THOSE OF ALL OVER 1409 00:53:54,080 --> 00:53:54,760 THE LIFESPAN. 1410 00:53:54,760 --> 00:53:56,200 THE SCIENCE OF TESTING 1411 00:53:56,200 --> 00:53:57,600 INTERVENTIONS HAS BECOME MORE 1412 00:53:57,600 --> 00:53:58,480 RIGOROUS RECENTLY. 1413 00:53:58,480 --> 00:54:00,080 WE HAVE MADE PROGRESS. 1414 00:54:00,080 --> 00:54:03,680 BUT IT REMAINS LACKING IN 1415 00:54:03,680 --> 00:54:04,680 SEQUENTIAL WAYS FOR MINIMALLY 1416 00:54:04,680 --> 00:54:06,680 VERBAL NON-SPEAKING INDIVIDUALS. 1417 00:54:06,680 --> 00:54:08,880 THESE INDIVIDUALS ARE STILL 1418 00:54:08,880 --> 00:54:10,400 UNDERSTUDY DESPITE OUR RECENT 1419 00:54:10,400 --> 00:54:12,680 EFFORTS, OFTEN EXCLUDED OR 1420 00:54:12,680 --> 00:54:14,680 SEGREGATED AND AT THE VERY LEAST 1421 00:54:14,680 --> 00:54:17,520 UNDER SUPPORTED. 1422 00:54:17,520 --> 00:54:20,960 WE ALSO RECOGNIZE THAT FOR 1423 00:54:20,960 --> 00:54:23,600 MINIMALLY VERBAL, NON-SPEAKING 1424 00:54:23,600 --> 00:54:24,400 INDIVIDUALS, ACCESS TO 1425 00:54:24,400 --> 00:54:25,720 COMMUNICATION IS CRITICAL AND 1426 00:54:25,720 --> 00:54:27,320 THAT OFTEN INVOLVES AAC BUT 1427 00:54:27,320 --> 00:54:28,200 DOESN'T HAVE TO. 1428 00:54:28,200 --> 00:54:30,680 IT COULD BE OTHER KINDS OF 1429 00:54:30,680 --> 00:54:31,280 SUPPORTS. 1430 00:54:31,280 --> 00:54:32,600 BUT WITH ALL INTERVENTIONS, WE 1431 00:54:32,600 --> 00:54:34,320 NEED TO CONSIDER THE CONTEXT. 1432 00:54:34,320 --> 00:54:36,240 WHAT IS THE ACTIVITY OR THE 1433 00:54:36,240 --> 00:54:38,240 EXPERIENCE THAT IS MEANINGFUL 1434 00:54:38,240 --> 00:54:40,480 THAT PROVIDES THE IMPETUS FOR 1435 00:54:40,480 --> 00:54:41,800 COMMUNICATION? 1436 00:54:41,800 --> 00:54:43,920 WE NEED TO ALSO RECOGNIZE THAT 1437 00:54:43,920 --> 00:54:45,640 THE IMPORTANCE OF OTHER FACTORS 1438 00:54:45,640 --> 00:54:49,120 BEYOND SPEAKING OR USING AUGUST 1439 00:54:49,120 --> 00:54:50,520 MENNATIVE SYSTEM. 1440 00:54:50,520 --> 00:54:53,600 DEVELOPMENT IS IMPORTANT T 1441 00:54:53,600 --> 00:54:54,040 EINVOLVES DRIVES THE 1442 00:54:54,040 --> 00:54:55,760 INTERVENTION AND THE SUPPORT 1443 00:54:55,760 --> 00:54:56,200 APPROACHES. 1444 00:54:56,200 --> 00:54:58,960 THERE ARE SIGNIFICANT MOTOR 1445 00:54:58,960 --> 00:55:01,680 IMPLICATIONS OR MOTOR APACKSIA, 1446 00:55:01,680 --> 00:55:02,120 NEURODEVELOPMENTAL. 1447 00:55:02,120 --> 00:55:03,520 WE'LL HEAR ABOUT SOME OF THAT 1448 00:55:03,520 --> 00:55:06,200 TODAY IN OUR NOVEL INTERVENTIONS 1449 00:55:06,200 --> 00:55:06,720 SECTION. 1450 00:55:06,720 --> 00:55:09,000 LITERACY AND OTHER ACADEMIC 1451 00:55:09,000 --> 00:55:09,240 EXPOSURE. 1452 00:55:09,240 --> 00:55:12,040 I'M VERY EXCITED THAT PEOPLE ARE 1453 00:55:12,040 --> 00:55:13,400 USING AND YOU'LL HEAR ABOUT 1454 00:55:13,400 --> 00:55:15,120 THIS, LITERACY AS A WAY INTO 1455 00:55:15,120 --> 00:55:15,400 LANGUAGE. 1456 00:55:15,400 --> 00:55:18,240 I THINK THAT IS EXTREMELY 1457 00:55:18,240 --> 00:55:18,480 IMPORTANT. 1458 00:55:18,480 --> 00:55:19,680 AND THEN MENTAL HEALTH AND 1459 00:55:19,680 --> 00:55:21,600 SENSORY ISSUES AS GRANT TALKED 1460 00:55:21,600 --> 00:55:22,880 ABOUT. 1461 00:55:22,880 --> 00:55:26,000 CO-OCCURRING CONDITIONS ARE ALSO 1462 00:55:26,000 --> 00:55:26,840 REALLY IMPORTANT. 1463 00:55:26,840 --> 00:55:28,400 WE STILL NEED TO TACKLE MANY 1464 00:55:28,400 --> 00:55:30,520 ISSUES SO JUST THE LANGUAGE TO 1465 00:55:30,520 --> 00:55:32,000 DESCRIBE WHO WE ARE TALKING 1466 00:55:32,000 --> 00:55:32,240 ABOUT. 1467 00:55:32,240 --> 00:55:34,920 WE STARTED OFF IN 2010 TALKING 1468 00:55:34,920 --> 00:55:36,280 ABOUT NON VERBAL INDIVIDUALS WHO 1469 00:55:36,280 --> 00:55:38,720 CAME OUT OF THAT WORKSHOP AND 1470 00:55:38,720 --> 00:55:40,080 KNOWING THAT MOST PEOPLE WEREN'T 1471 00:55:40,080 --> 00:55:42,120 NON VERBAL, THEY WERE MINIMALLY 1472 00:55:42,120 --> 00:55:42,360 VERBAL. 1473 00:55:42,360 --> 00:55:44,920 BUT NOW WE RECOGNIZE THAT WE ARE 1474 00:55:44,920 --> 00:55:47,320 BEYOND MINIMALLY VERBAL AND ALSO 1475 00:55:47,320 --> 00:55:48,960 INCLUDING NON-SPEAKING. 1476 00:55:48,960 --> 00:55:50,520 DEFINITIONS VARY. 1477 00:55:50,520 --> 00:55:52,120 AND MOST STUDIES DO NOT INCLUDE 1478 00:55:52,120 --> 00:55:52,360 ALL. 1479 00:55:52,360 --> 00:55:55,120 SO WE HAVE TO RECOGNIZE OUR 1480 00:55:55,120 --> 00:55:57,120 LIMITATIONS WHEN WE REPORT OUR 1481 00:55:57,120 --> 00:55:57,320 STUDIES. 1482 00:55:57,320 --> 00:55:59,080 THAT WE ARE TALKING ABOUT A VERY 1483 00:55:59,080 --> 00:56:00,120 SPECIFIC POPULATION. 1484 00:56:00,120 --> 00:56:02,960 AND THAT IS BECAUSE THE 1485 00:56:02,960 --> 00:56:04,320 INCLUSION FOR STUDIES RELY ON 1486 00:56:04,320 --> 00:56:05,840 SOME MEASURE OF RECEPTIVE 1487 00:56:05,840 --> 00:56:08,600 LANGUAGE OR COGNITION TO INCLUDE 1488 00:56:08,600 --> 00:56:10,360 PARTICIPANTS AS HELEN TALKED 1489 00:56:10,360 --> 00:56:11,840 ABOUT EARLIER. 1490 00:56:11,840 --> 00:56:13,960 BUT OUR ASSESSMENTS ARE STILL 1491 00:56:13,960 --> 00:56:16,920 LIMITED FOR MINIMALLY VERBAL 1492 00:56:16,920 --> 00:56:17,240 NON-SPEAKING. 1493 00:56:17,240 --> 00:56:19,640 HOW DOES MEASUREMENTS FAIL US? 1494 00:56:19,640 --> 00:56:20,640 WHAT ARE WE EXPECTING THE 1495 00:56:20,640 --> 00:56:22,840 INDIVIDUAL TO KNOW OR DO? 1496 00:56:22,840 --> 00:56:25,840 WHAT IS A MEANINGFUL STUDY 1497 00:56:25,840 --> 00:56:26,080 OUTCOME? 1498 00:56:26,080 --> 00:56:29,240 WHO IS DOING THE ASSESSMENT? 1499 00:56:29,240 --> 00:56:32,880 YES, BLINDED WE THINK THAT IS 1500 00:56:32,880 --> 00:56:34,200 VERY SCIENTIFICALLY RIGOROUS TO 1501 00:56:34,200 --> 00:56:35,240 BE BLINDED. 1502 00:56:35,240 --> 00:56:36,960 BUT UNKNOWN TO THE PARTICIPANT? 1503 00:56:36,960 --> 00:56:38,760 OR DO WE NEED A SKILLED, 1504 00:56:38,760 --> 00:56:41,400 EXPERIENCE TESTER WHO CAN BUILD 1505 00:56:41,400 --> 00:56:42,160 RAPPORT AND TRUST? 1506 00:56:42,160 --> 00:56:44,240 OR THE PARENT AS HELEN TALKED 1507 00:56:44,240 --> 00:56:46,960 ABOUT, WHO CAN GET MORE FROM 1508 00:56:46,960 --> 00:56:47,840 THEIR CHILD OR ADULT? 1509 00:56:47,840 --> 00:56:49,640 AND THEN WHO IS DOING THE 1510 00:56:49,640 --> 00:56:50,040 CODING? 1511 00:56:50,040 --> 00:56:52,520 OF COURSE WE WANT SOMEONE TO BE 1512 00:56:52,520 --> 00:56:54,440 BLINDED BUT THEY SHOULD ALSO BE 1513 00:56:54,440 --> 00:56:56,680 EXPERT IN NOTING SMALL BUT 1514 00:56:56,680 --> 00:56:58,280 MEANINGFUL CHANGES. 1515 00:56:58,280 --> 00:56:59,120 AND I THINK WE'LL HEAR ABOUT 1516 00:56:59,120 --> 00:57:00,160 SOME OF THAT LATER. 1517 00:57:00,160 --> 00:57:02,240 WE CAN DO BETTER. 1518 00:57:02,240 --> 00:57:04,640 A SINGLE INTERVENTION IS NOT 1519 00:57:04,640 --> 00:57:05,960 EFFECTIVE FOR ALL INDIVIDUALS. 1520 00:57:05,960 --> 00:57:08,240 AND WE ALL RECOGNIZE THAT. 1521 00:57:08,240 --> 00:57:10,280 INDIVIDUALS WILL VARY IN 1522 00:57:10,280 --> 00:57:12,160 RESPONSE TON AN INTERVENTION AND 1523 00:57:12,160 --> 00:57:13,760 WHAT WORKS NOW MAY NOT LATER AND 1524 00:57:13,760 --> 00:57:17,400 WHAT WORKS LATER MAY NOT WORK 1525 00:57:17,400 --> 00:57:17,800 NOW. 1526 00:57:17,800 --> 00:57:21,360 SO, WE NEED TO THINK ABOUT 1527 00:57:21,360 --> 00:57:21,720 PERSONALIZATION. 1528 00:57:21,720 --> 00:57:23,840 BUT HOW DO WE GET THERE. 1529 00:57:23,840 --> 00:57:25,000 SO, ONE, THERE ARE SEVERAL 1530 00:57:25,000 --> 00:57:27,480 DIFFERENT WAYS THAT PEOPLE AND I 1531 00:57:27,480 --> 00:57:28,840 THINK SOME WILL BE TALKING ABOUT 1532 00:57:28,840 --> 00:57:31,680 THIS TODAY, BUT INTERVENTION 1533 00:57:31,680 --> 00:57:35,360 MODULES ARE COMPONENTS THAT CAN 1534 00:57:35,360 --> 00:57:37,320 BUILD SUPPORT PROGRAMS. 1535 00:57:37,320 --> 00:57:38,120 INTERVENTION SHOULD ALSO 1536 00:57:38,120 --> 00:57:40,000 CONSIDER CONTEXT AND CULTURE AND 1537 00:57:40,000 --> 00:57:42,280 A CHANGING NATURE OF 1538 00:57:42,280 --> 00:57:42,560 DEVELOPMENT. 1539 00:57:42,560 --> 00:57:45,440 WE ARE STILL VERY UNDER 1540 00:57:45,440 --> 00:57:48,160 REPRESENTED IN RACIAL ETHNIC 1541 00:57:48,160 --> 00:57:49,040 LINGUISTIC DIVERSITY. 1542 00:57:49,040 --> 00:57:51,240 AND WE SHOULD PAY ATTENTION TO 1543 00:57:51,240 --> 00:57:53,320 NEWER EXPERIMENTAL DESIGNS THAT 1544 00:57:53,320 --> 00:57:54,800 ARE AIMED AT PERSONALIZATION AND 1545 00:57:54,800 --> 00:57:56,600 SYSTEM TIEING THOSE EFFECTIVE 1546 00:57:56,600 --> 00:57:58,720 CLINICAL PRACTICES IN SOME OF 1547 00:57:58,720 --> 00:58:02,760 OUR STAKEHOLDERS TALKED ABOUT 1548 00:58:02,760 --> 00:58:03,440 EARLIER. 1549 00:58:03,440 --> 00:58:05,320 WE DID DO AN INTERVENTION STUDY 1550 00:58:05,320 --> 00:58:07,880 SINCE THE LAST WORKSHOP AND THIS 1551 00:58:07,880 --> 00:58:09,680 IS JUST AN EXAMPLE. 1552 00:58:09,680 --> 00:58:12,520 THERE WAS, THAT THE TIME, A 1553 00:58:12,520 --> 00:58:14,440 CONTROVERSY, MAYBE STILL IS, IF 1554 00:58:14,440 --> 00:58:16,240 YOU PROVIDE AAC TO YOUNG 1555 00:58:16,240 --> 00:58:19,640 CHILDREN THAT IT WILL INHIBIT 1556 00:58:19,640 --> 00:58:22,160 THEIR SPOKEN LANGUAGE. 1557 00:58:22,160 --> 00:58:24,520 SO WE ASKED VERY SIMPLE QUESTION 1558 00:58:24,520 --> 00:58:26,400 WHETHER PROVIDING ACCESS TO AAC 1559 00:58:26,400 --> 00:58:29,440 AND THE CONTEXT OF PLAY-BASED 1560 00:58:29,440 --> 00:58:31,040 INTERVENTIONS WOULD IMPROVE 1561 00:58:31,040 --> 00:58:32,440 SPOKEN LANGUAGE INTO 1562 00:58:32,440 --> 00:58:33,960 5-8-YEAR-OLD VERBAL CHILDREN AT 1563 00:58:33,960 --> 00:58:34,960 THAT TIME IT WAS BELIEVED TO BE 1564 00:58:34,960 --> 00:58:39,000 THIS WINDOW OF POSSIBLE SPOKEN 1565 00:58:39,000 --> 00:58:39,280 LANGUAGE. 1566 00:58:39,280 --> 00:58:40,560 I THINK WE CAN REVISE THAT AT 1567 00:58:40,560 --> 00:58:41,280 THIS POINT. 1568 00:58:41,280 --> 00:58:43,960 SO THIS WAS THE CRAZY DESIGN 1569 00:58:43,960 --> 00:58:46,280 THAT WE USED BUT A SIMPLE 1570 00:58:46,280 --> 00:58:46,760 QUESTION. 1571 00:58:46,760 --> 00:58:50,080 SO, RANDOMIZING CHILDREN TO 1572 00:58:50,080 --> 00:58:52,080 RECEIVE THE INTERVENTION BUT 1573 00:58:52,080 --> 00:58:53,880 WITH OR WITHOUT AN AUGUST 1574 00:58:53,880 --> 00:58:54,840 MENNATIVE DEVICE. 1575 00:58:54,840 --> 00:58:56,880 AND THEN AFTER A PERIOD OF TIME, 1576 00:58:56,880 --> 00:58:59,200 RATING WHETHER THERE WAS A GOOD 1577 00:58:59,200 --> 00:59:00,680 RESPONSE OR NON RESPONDERS 1578 00:59:00,680 --> 00:59:04,000 SHOULD BE REALLY SLOWER 1579 00:59:04,000 --> 00:59:04,240 RESPONDER. 1580 00:59:04,240 --> 00:59:06,880 AND AUGMENTING FOR THOSE 1581 00:59:06,880 --> 00:59:09,800 CHILDREN THAT HAD A SLOWER 1582 00:59:09,800 --> 00:59:11,280 RESPONSE SO WE COULD POTENTIATE 1583 00:59:11,280 --> 00:59:13,480 THE POSSIBILITIES FOR THAT 1584 00:59:13,480 --> 00:59:13,800 INDIVIDUAL. 1585 00:59:13,800 --> 00:59:15,680 AND THAT WOULD BE TO EITHER 1586 00:59:15,680 --> 00:59:18,560 AUGMENT OR TO INTENSIFY THE 1587 00:59:18,560 --> 00:59:18,920 INTERVENTION. 1588 00:59:18,920 --> 00:59:20,560 AND WHAT WE'RE TESTING HERE IS 1589 00:59:20,560 --> 00:59:22,280 THIS WHOLE SEQUENCE. 1590 00:59:22,280 --> 00:59:23,720 KNOWING THAT ONE INTERVENTION 1591 00:59:23,720 --> 00:59:26,160 MAY NOT BE EFFECTIVE. 1592 00:59:26,160 --> 00:59:28,400 SO THESE TWO SEQUENCES WERE 1593 00:59:28,400 --> 00:59:28,720 COMPARED. 1594 00:59:28,720 --> 00:59:31,320 AND WHAT WE FOUND WAS THAT 1595 00:59:31,320 --> 00:59:36,080 CHILDREN WERE USING SPOKEN 1596 00:59:36,080 --> 00:59:37,400 COMMUNATIVE UTTERANCES IF THEY 1597 00:59:37,400 --> 00:59:40,080 HAD THE AAC RIGHT FROM THE 1598 00:59:40,080 --> 00:59:40,480 BEGINNING. 1599 00:59:40,480 --> 00:59:43,280 SO THAT GAVE US IMPORTANT 1600 00:59:43,280 --> 00:59:45,000 INFORMATION ABOUT THE SUPPORTS 1601 00:59:45,000 --> 00:59:49,680 THAT AUGMENTATION WITH AAC CAN 1602 00:59:49,680 --> 00:59:50,040 PROVIDE. 1603 00:59:50,040 --> 00:59:53,080 SO LET ME JUST FINISH UP BY 1604 00:59:53,080 --> 00:59:54,600 SAYING THAT WE NEED TO LOOK 1605 00:59:54,600 --> 00:59:54,840 FORWARD. 1606 00:59:54,840 --> 00:59:56,800 I THINK WE HAVE HEARD LOUD AND 1607 00:59:56,800 --> 00:59:59,520 CLEAR THAT COLLABORATIONS WITH 1608 00:59:59,520 --> 01:00:01,080 NON-SPEAKING AND MINIMALLY 1609 01:00:01,080 --> 01:00:02,280 VERBAL INDIVIDUALS AND THEIR 1610 01:00:02,280 --> 01:00:03,680 FAMILY MEMBERS IS REALLY 1611 01:00:03,680 --> 01:00:04,520 IMPORTANT. 1612 01:00:04,520 --> 01:00:07,400 AND THESE PARTICIPATORY RESEARCH 1613 01:00:07,400 --> 01:00:10,160 METHODS ARE MORE COMMON TODAY 1614 01:00:10,160 --> 01:00:11,520 BUT LESSOR JUST MAYBE BEGINNING 1615 01:00:11,520 --> 01:00:13,560 WITH MINIMALLY VERBAL 1616 01:00:13,560 --> 01:00:13,880 NON-SPEAKING. 1617 01:00:13,880 --> 01:00:15,160 BUT THOSING THISES NEEDS TO BE 1618 01:00:15,160 --> 01:00:17,160 IN THE DESIGN AND THE EXECUTION 1619 01:00:17,160 --> 01:00:19,880 AND THE INTERPRETATION OF 1620 01:00:19,880 --> 01:00:20,880 INTERVENTION STUDIES. 1621 01:00:20,880 --> 01:00:23,400 WE NEED RIGOROUS SCIENTIFIC 1622 01:00:23,400 --> 01:00:24,000 METHODS. 1623 01:00:24,000 --> 01:00:26,080 SO WE NEED EXPERIMENTAL CONTROLS 1624 01:00:26,080 --> 01:00:28,600 DESPITE THE TYPE OF METHOD THAT 1625 01:00:28,600 --> 01:00:29,520 YOU MAY USE. 1626 01:00:29,520 --> 01:00:31,720 AND IF YOU USE A GROUP DESIGN, 1627 01:00:31,720 --> 01:00:33,680 IT'S IMPORTANT THAT WE ARE FULLY 1628 01:00:33,680 --> 01:00:34,200 POWERED. 1629 01:00:34,200 --> 01:00:36,600 SO WE CAN EXAMINE FOR WHOM AND 1630 01:00:36,600 --> 01:00:38,160 WHY INTERVENTION MIGHT WORK. 1631 01:00:38,160 --> 01:00:40,840 AND THAT WE'RE ABLE TO ACTUALLY 1632 01:00:40,840 --> 01:00:42,240 PERSONALIZE THESE INTERVENTIONS. 1633 01:00:42,240 --> 01:00:45,160 WE NEED IMPROVED USE OF 1634 01:00:45,160 --> 01:00:45,640 TECHNOLOGY. 1635 01:00:45,640 --> 01:00:47,400 IMPROVED SYSTEMS FOR 1636 01:00:47,400 --> 01:00:48,280 COMMUNICATION. 1637 01:00:48,280 --> 01:00:52,000 I LOOK AT THE CONTROL OF A 1638 01:00:52,000 --> 01:00:52,920 SPEAKER LIKE GRANT OR JORDAN 1639 01:00:52,920 --> 01:00:53,960 WE'LL HEAR FROM TOMORROW. 1640 01:00:53,960 --> 01:00:57,840 AND WE NEED TO HAVE BETTER 1641 01:00:57,840 --> 01:01:00,640 SYSTEMS THAT MAKE COMMUNICATION 1642 01:01:00,640 --> 01:01:00,880 EASIER. 1643 01:01:00,880 --> 01:01:02,560 AND THEN THE USE OF TECHNOLOGY 1644 01:01:02,560 --> 01:01:03,520 FOR ASSESSMENT. 1645 01:01:03,520 --> 01:01:06,800 EYE TRACKING AND 1646 01:01:06,800 --> 01:01:07,440 ELECTROPHYSIOLOGY. 1647 01:01:07,440 --> 01:01:09,760 AND ASSESSMENT AND 1648 01:01:09,760 --> 01:01:10,600 INTERVENTIONS. 1649 01:01:10,600 --> 01:01:11,560 FINALLY ADDRESSING MENTAL HEALTH 1650 01:01:11,560 --> 01:01:13,000 AND OTHER CO-OCCURRING 1651 01:01:13,000 --> 01:01:14,000 CONDITIONS. 1652 01:01:14,000 --> 01:01:16,520 ANXIETY, DEPRESSION, AGGRESSION 1653 01:01:16,520 --> 01:01:17,520 OR CHALLENGING BEHAVIORS. 1654 01:01:17,520 --> 01:01:19,120 AND THE RESULTING TRAUMA. 1655 01:01:19,120 --> 01:01:22,280 WE NEED TO GET AHEAD OF THESE 1656 01:01:22,280 --> 01:01:23,960 ISSUES WITH AFFECTED AND I HAVE 1657 01:01:23,960 --> 01:01:26,520 APPROPRIATE INTERVENTIONS AND 1658 01:01:26,520 --> 01:01:26,880 SUPPORTS. 1659 01:01:26,880 --> 01:01:29,720 AND I'LL JUST FINALLY END WITH A 1660 01:01:29,720 --> 01:01:30,840 WORD ABOUT VOICE. 1661 01:01:30,840 --> 01:01:32,800 THE POPULATION OF MINIMALLY 1662 01:01:32,800 --> 01:01:34,000 VERBAL NON-SPEAKING INDIVIDUALS 1663 01:01:34,000 --> 01:01:36,520 IS INCREDIBLY DIVERSE AS WE 1664 01:01:36,520 --> 01:01:37,040 HEARD. 1665 01:01:37,040 --> 01:01:38,000 INTERVENTIONS AND OUTCOMES ARE 1666 01:01:38,000 --> 01:01:39,240 GOING TO BE VARIED. 1667 01:01:39,240 --> 01:01:41,600 WE NEED CREATIVITY, FLEXIBILITY 1668 01:01:41,600 --> 01:01:45,040 AND OPEN-MINDEDNESS AS WE GO 1669 01:01:45,040 --> 01:01:45,440 FORWARD. 1670 01:01:45,440 --> 01:01:46,760 SO PLEASE CONSIDER BOTH FIRST 1671 01:01:46,760 --> 01:01:48,240 AND SECOND VOICE AS WE HEAR FROM 1672 01:01:48,240 --> 01:01:49,040 OUR PRESENTERS. 1673 01:01:49,040 --> 01:01:51,840 WE HAVE AAC SPEAKERS AS 1674 01:01:51,840 --> 01:01:53,320 PARTICIPANTS WHO SPEAK IN FIRST 1675 01:01:53,320 --> 01:01:55,040 VOICE AND THEN SPEAKERS WILL 1676 01:01:55,040 --> 01:01:56,280 SPEAK IN SECOND VOICE. 1677 01:01:56,280 --> 01:01:58,520 WE RESPECT BOTH AND WE REALLY 1678 01:01:58,520 --> 01:02:00,880 VALUE YOUR PARTICIPATION AS WE 1679 01:02:00,880 --> 01:02:03,160 THINK ABOUT THESE NOVEL 1680 01:02:03,160 --> 01:02:04,920 INTERVENTIONS FOR THE FUTURE. 1681 01:02:04,920 --> 01:02:09,840 THANK YOU. 1682 01:02:09,840 --> 01:02:11,440 AND NOW I BELIEVE WE ARE GOING 1683 01:02:11,440 --> 01:02:17,240 TO START WITH OUR PANEL SECTION 1684 01:02:17,240 --> 01:02:19,360 ON NOVEL INTERVENTION APPROACHES 1685 01:02:19,360 --> 01:02:21,160 FOR MINIMALLY VERBAL 1686 01:02:21,160 --> 01:02:21,760 NON-SPEAKING INDIVIDUALS. 1687 01:02:21,760 --> 01:02:23,200 AND WE ARE REALLY EXCITED. 1688 01:02:23,200 --> 01:02:25,160 WE HAVE A VARIETY OF PEOPLE THAT 1689 01:02:25,160 --> 01:02:28,240 WILL BE TALKING ABOUT SOME VERY 1690 01:02:28,240 --> 01:02:30,760 IMPORTANT ISSUES. 1691 01:02:30,760 --> 01:02:33,240 FIRST, JANICE, ARE YOU -- TURN 1692 01:02:33,240 --> 01:02:35,440 ON YOUR CAMERA. 1693 01:02:35,440 --> 01:02:35,960 GREAT. 1694 01:02:35,960 --> 01:02:37,840 JANICE LIGHT WILL BE TALKING 1695 01:02:37,840 --> 01:02:39,840 ABOUT AUGUST MENNATIVE AND 1696 01:02:39,840 --> 01:02:41,000 ALTERNATIVE COMMUNICATION 1697 01:02:41,000 --> 01:02:42,120 INTERVENTION TO BUILD 1698 01:02:42,120 --> 01:02:43,400 COMMUNICATION, LANGUAGE AND 1699 01:02:43,400 --> 01:02:46,080 LITERACY SKILLS WITH CHILDREN ON 1700 01:02:46,080 --> 01:02:49,120 THE AUTISM SPECTRUM. 1701 01:02:49,120 --> 01:02:50,280 THANK YOU. 1702 01:02:50,280 --> 01:02:52,480 >> JANICE LIGHT: THANK YOU VERY 1703 01:02:52,480 --> 01:02:53,600 MUCH, CONNIE. 1704 01:02:53,600 --> 01:02:55,680 MANY THANKS TO YOU AND HELEN AND 1705 01:02:55,680 --> 01:02:58,800 TO JUDITH FOR ORGANIZING THIS 1706 01:02:58,800 --> 01:02:59,040 WORKSHOP. 1707 01:02:59,040 --> 01:03:01,720 IT'S JUST SO CRITICALLY 1708 01:03:01,720 --> 01:03:02,000 IMPORTANT. 1709 01:03:02,000 --> 01:03:03,680 MY NAME IS JANICE LIGHT. 1710 01:03:03,680 --> 01:03:05,400 I'M ON FACULTY IN THE 1711 01:03:05,400 --> 01:03:07,080 DEVELOPMENT OF COMMUNICATION 1712 01:03:07,080 --> 01:03:08,200 SCIENCES AND DISORDERS AT PENN 1713 01:03:08,200 --> 01:03:09,160 STATE UNIVERSITY. 1714 01:03:09,160 --> 01:03:11,400 AND I HAVE THE HONOR AND 1715 01:03:11,400 --> 01:03:13,720 PLEASURE TO SERVE AS THE 1716 01:03:13,720 --> 01:03:16,360 PRINCIPAL INVESTIGATOR OF THE 1717 01:03:16,360 --> 01:03:16,880 REHABILITATION ENGINEERING 1718 01:03:16,880 --> 01:03:18,000 RESEARCH CENTER ON AUGUST 1719 01:03:18,000 --> 01:03:20,520 MENNATIVE AND ALTERNATIVE 1720 01:03:20,520 --> 01:03:20,840 COMMUNICATION. 1721 01:03:20,840 --> 01:03:22,280 IN THAT ROLE, I HAVE THE 1722 01:03:22,280 --> 01:03:24,520 OPPORTUNITY ON A DAILY BASIS TO 1723 01:03:24,520 --> 01:03:26,080 INTERACT WITH A WIDE RANGE OF 1724 01:03:26,080 --> 01:03:27,800 INDIVIDUALS WHO RELY ON AAC AND 1725 01:03:27,800 --> 01:03:28,680 THEIR FAMILIES. 1726 01:03:28,680 --> 01:03:30,240 I HAVE LEARNED A TREMENDOUS 1727 01:03:30,240 --> 01:03:32,600 AMOUNT FROM THEM AND I AM 1728 01:03:32,600 --> 01:03:34,080 INCREDIBLY GRATEFUL TO THEM FOR 1729 01:03:34,080 --> 01:03:36,120 ALLOWING ME TO BE A PART OF 1730 01:03:36,120 --> 01:03:37,480 THEIR LIVES AND TO HAVE LEARNED 1731 01:03:37,480 --> 01:03:38,320 FROM THEM. 1732 01:03:38,320 --> 01:03:40,120 I'M ALSO VERY GRATEFUL TO THE 1733 01:03:40,120 --> 01:03:42,720 ENTIRE AAC COMMUNITY AT PENN 1734 01:03:42,720 --> 01:03:42,920 STATE. 1735 01:03:42,920 --> 01:03:43,720 WORK WOULDN'T HAVE BEEN POSSIBLE 1736 01:03:43,720 --> 01:03:45,040 WITHOUT THEM AND OF COURSE VERY 1737 01:03:45,040 --> 01:03:47,000 GRATEFUL FOR THE FUNDING SUPPORT 1738 01:03:47,000 --> 01:03:49,760 WE HAVE HAD FROM THE FEDERAL 1739 01:03:49,760 --> 01:03:50,600 GOVERNMENT. 1740 01:03:50,600 --> 01:03:52,560 SO, IT'S HARD TO BELIEVE A FEW 1741 01:03:52,560 --> 01:03:53,960 MORE GRAY HAIRS. 1742 01:03:53,960 --> 01:03:55,560 IT'S BEEN MORE THAN 10 YEARS 1743 01:03:55,560 --> 01:03:58,200 SINCE WE LAST MET AROUND THIS 1744 01:03:58,200 --> 01:03:58,560 TOPIC. 1745 01:03:58,560 --> 01:04:00,120 SO WHAT HAVE WE LEARNED SO FAR 1746 01:04:00,120 --> 01:04:02,480 RELATIVE TO AAC INTERVENTIONS? 1747 01:04:02,480 --> 01:04:05,160 WE HAVE A RAPIDLY INCREASING 1748 01:04:05,160 --> 01:04:06,240 BODY OF RESEARCH THAT 1749 01:04:06,240 --> 01:04:08,920 DEMONSTRATES THAT AAC 1750 01:04:08,920 --> 01:04:10,520 INTERVENTIONS CAN ENHANCE 1751 01:04:10,520 --> 01:04:11,640 LANGUAGE DEVELOPMENT NOT JUST 1752 01:04:11,640 --> 01:04:13,440 EXPRESSION BUT ALSO 1753 01:04:13,440 --> 01:04:13,760 COMPREHENSION. 1754 01:04:13,760 --> 01:04:15,640 THAT THEY CAN INCREASE 1755 01:04:15,640 --> 01:04:17,480 COMMUNICATION EFFECTIVENESS, 1756 01:04:17,480 --> 01:04:18,720 SUPPORT PARTICIPATION IN A WIDE 1757 01:04:18,720 --> 01:04:21,440 RANGE OF MEANINGFUL ACTIVITIES. 1758 01:04:21,440 --> 01:04:23,440 AND ALLEVIATE FRUSTRATION AND 1759 01:04:23,440 --> 01:04:24,760 THEREFORE DECREASE CHALLENGING 1760 01:04:24,760 --> 01:04:26,360 BEHAVIOR WHEN PEOPLE DON'T HAVE 1761 01:04:26,360 --> 01:04:27,760 ACCESS TO COMMUNICATION. 1762 01:04:27,760 --> 01:04:29,920 AND THE GOOD NEWS IS, AS CONNIE 1763 01:04:29,920 --> 01:04:31,440 INDICATED, THAT ALL OF THESE 1764 01:04:31,440 --> 01:04:33,600 BENEFITS COME WITH NO RISK TO 1765 01:04:33,600 --> 01:04:34,040 SPEECH DEVELOPMENT. 1766 01:04:34,040 --> 01:04:36,640 SO WE HAVE AN INCREASING BODY OF 1767 01:04:36,640 --> 01:04:38,160 LITERATURES DEMONSTRATING THAT 1768 01:04:38,160 --> 01:04:40,080 AAC DOES NOT INHIBIT SPEECH 1769 01:04:40,080 --> 01:04:40,400 PRODUCTION. 1770 01:04:40,400 --> 01:04:44,200 IN FACT, IT SEEMS TO ENHANCE 1771 01:04:44,200 --> 01:04:45,280 SPEECH DEVELOPMENT. 1772 01:04:45,280 --> 01:04:47,120 SO OF COURSE, UNFORTUNATELY, 1773 01:04:47,120 --> 01:04:48,440 THESE BENEFITS ARE ALL 1774 01:04:48,440 --> 01:04:52,560 PREDICATEOD HAVING ACCESS TO AAC 1775 01:04:52,560 --> 01:04:52,920 INTERVENTION. 1776 01:04:52,920 --> 01:04:54,160 SUFFICIENT INTENSITY TO ATTAIN 1777 01:04:54,160 --> 01:04:55,720 THESE MEANINGFUL GAINS. 1778 01:04:55,720 --> 01:04:57,760 IT'S REALLY DISTURBING NOT 1779 01:04:57,760 --> 01:04:59,960 SURPRISING PERHAPS, BUT 1780 01:04:59,960 --> 01:05:01,840 DISTURBING TO FIND THE RESULTS 1781 01:05:01,840 --> 01:05:04,320 OF A STUDY LED BY ONE OF MY 1782 01:05:04,320 --> 01:05:05,480 DOCTORAL STUDENTS, LAURA MARIE 1783 01:05:05,480 --> 01:05:07,880 POPE, WHO FOUND THAT BLACK 1784 01:05:07,880 --> 01:05:09,680 CHILDREN RECEIVE SUBSTANCE ALLEY 1785 01:05:09,680 --> 01:05:11,560 LESS AAC INTERVENTION THAN THEIR 1786 01:05:11,560 --> 01:05:12,400 WHITE PIERCE. 1787 01:05:12,400 --> 01:05:14,240 AND THE MAJORITY OF BLACK 1788 01:05:14,240 --> 01:05:16,160 CHILDREN ARE RECEIVING LESS THAN 1789 01:05:16,160 --> 01:05:18,600 60 MINUTES OF AAC INTERVENTION 1790 01:05:18,600 --> 01:05:18,960 PER WEEK. 1791 01:05:18,960 --> 01:05:21,960 AND THEY ARE NOT REFERRING TO 1792 01:05:21,960 --> 01:05:23,920 ONE-ON-ONE INTERVENTION WITH A 1793 01:05:23,920 --> 01:05:24,560 SPEECH-LANGUAGE PATHOLOGIST BUT 1794 01:05:24,560 --> 01:05:26,360 ANY KIND OF AAC INTERVENTION. 1795 01:05:26,360 --> 01:05:27,960 AND THESE ARE SIMPLY NOT 1796 01:05:27,960 --> 01:05:29,360 SUFFICIENT AMOUNTS OF 1797 01:05:29,360 --> 01:05:30,760 INTERVENTION TO ATTAIN 1798 01:05:30,760 --> 01:05:31,320 MEANINGFUL GAINS. 1799 01:05:31,320 --> 01:05:33,080 SO WE HAVE MANY CHILDREN WHO 1800 01:05:33,080 --> 01:05:35,160 SIMPLY ARE NOT HAVING THE 1801 01:05:35,160 --> 01:05:37,600 OPPORTUNITY TO BENEFIT. 1802 01:05:37,600 --> 01:05:39,000 EVEN WHEN CHILDREN HAVE ACCESS 1803 01:05:39,000 --> 01:05:41,400 TO AAC INTERVENTIONS, 1804 01:05:41,400 --> 01:05:43,280 UNFORTUNATELY, MANY OF THOSE 1805 01:05:43,280 --> 01:05:45,000 INTERVENTIONS FOCUS ON TEACHING 1806 01:05:45,000 --> 01:05:46,280 SIMPLE REQUESTS. 1807 01:05:46,280 --> 01:05:48,080 AND AS ONE MOM SAID TO ME, THERE 1808 01:05:48,080 --> 01:05:50,960 IS MORE TO LIFE THAN COOKIES. 1809 01:05:50,960 --> 01:05:53,280 SO WE NEED TO BE RAISING THE BAR 1810 01:05:53,280 --> 01:05:55,360 AND TARGETING AND DEVELOPING 1811 01:05:55,360 --> 01:05:58,800 BETTER AAC INTERVENTIONS THAT 1812 01:05:58,800 --> 01:05:59,400 SUPPORT INDEPENDENT 1813 01:05:59,400 --> 01:06:00,720 COMMUNICATION, NOT JUST TO 1814 01:06:00,720 --> 01:06:03,920 EXPRESS NEEDS AND WANTS BUT TO 1815 01:06:03,920 --> 01:06:05,080 SUPPORT SOCIAL INTERACTION, TO 1816 01:06:05,080 --> 01:06:06,880 SUPPORT THE SHARING OF 1817 01:06:06,880 --> 01:06:08,320 INFORMATION AND EXPERIENCES. 1818 01:06:08,320 --> 01:06:11,000 WE NEED AAC INTERVENTIONS THAT 1819 01:06:11,000 --> 01:06:12,320 SUPPORT THE DEVELOPMENT NOT JUST 1820 01:06:12,320 --> 01:06:14,800 OF A COUPLE OF WORDS TO MAKE 1821 01:06:14,800 --> 01:06:17,240 REQUESTS, BUT RATHER THE 1822 01:06:17,240 --> 01:06:19,000 DEVELOPMENT OF GENITIVE LANGUAGE 1823 01:06:19,000 --> 01:06:21,360 TO SUPPORT FULL COMMUNICATION. 1824 01:06:21,360 --> 01:06:24,000 ONE OF THE CHALLENGES IN THAT 1825 01:06:24,000 --> 01:06:25,880 PROCESS IS ACCESS TO AAC. 1826 01:06:25,880 --> 01:06:30,360 AND AS ONE OF THE MOMS INDICATED 1827 01:06:30,360 --> 01:06:31,520 EARLIER, AAC INVOLVES A WIDE 1828 01:06:31,520 --> 01:06:32,920 ARRAY OF STRATEGIES AND 1829 01:06:32,920 --> 01:06:34,400 TECHNIQUES AND WE NEED TO MAKE 1830 01:06:34,400 --> 01:06:37,320 USE OF ALL OF THESE TOOLS. 1831 01:06:37,320 --> 01:06:39,200 THERE IS THE MYTH SOMETIMES IN 1832 01:06:39,200 --> 01:06:44,720 THE AREA OF AUTISM THAT AAC 1833 01:06:44,720 --> 01:06:46,480 EQUALS PRO LOCO TO GO ON AN 1834 01:06:46,480 --> 01:06:46,720 IPAD. 1835 01:06:46,720 --> 01:06:48,200 BUT IN FACT THERE IS A WIDE 1836 01:06:48,200 --> 01:06:49,840 RANGE OF STRATEGIES AND 1837 01:06:49,840 --> 01:06:51,080 TECHNIQUES THAT CAN BE USED. 1838 01:06:51,080 --> 01:06:54,720 AND AAC TECHNOLOGY SPECIFICALLY 1839 01:06:54,720 --> 01:06:57,080 FOR MANY INDIVIDUALS OFFER 1840 01:06:57,080 --> 01:06:58,920 POTENTIALLY POWERFUL TOOLS. 1841 01:06:58,920 --> 01:07:01,240 BUT, MOST AAC TECHNOLOGIES HAVE 1842 01:07:01,240 --> 01:07:03,120 BEEN DEVELOPED BY NEUROTYPICAL 1843 01:07:03,120 --> 01:07:05,600 ADULTS AND THEY ARE NOT RESEARCH 1844 01:07:05,600 --> 01:07:05,920 BASED. 1845 01:07:05,920 --> 01:07:08,600 THEY BASICICALLY REPRESENT 1846 01:07:08,600 --> 01:07:10,440 SOMEBODY'S IDEAS OF WHAT SHOULD 1847 01:07:10,440 --> 01:07:10,640 WORK. 1848 01:07:10,640 --> 01:07:12,360 BUT THEY DO NOT REFLECT WHAT WE 1849 01:07:12,360 --> 01:07:14,720 KNOW ABOUT HOW PEOPLE PROCESS 1850 01:07:14,720 --> 01:07:18,400 INFORMATION VISUALLY, 1851 01:07:18,400 --> 01:07:19,120 COGNITIVELY, LINGUISTICALLY AND 1852 01:07:19,120 --> 01:07:19,400 MOTORICALLY. 1853 01:07:19,400 --> 01:07:23,560 AND AS A RESULT, ESPECIALLY FOR 1854 01:07:23,560 --> 01:07:24,640 BEGINNING COMMUNICATORS, THEY 1855 01:07:24,640 --> 01:07:25,920 CAN BE CHALLENGING TO LEARN AND 1856 01:07:25,920 --> 01:07:26,440 USE. 1857 01:07:26,440 --> 01:07:28,320 THAT CAN HOLD BACK LANGUAGE 1858 01:07:28,320 --> 01:07:28,640 DEVELOPMENT. 1859 01:07:28,640 --> 01:07:30,120 NOT BECAUSE OF THE 1860 01:07:30,120 --> 01:07:30,600 CHARACTERISTICS OF THE 1861 01:07:30,600 --> 01:07:31,440 INDIVIDUAL BUT BECAUSE OF THE 1862 01:07:31,440 --> 01:07:34,080 WAY THAT THE AAC TECHNOLOGIES 1863 01:07:34,080 --> 01:07:34,840 HAVE BEEN DESIGNED. 1864 01:07:34,840 --> 01:07:37,040 THESE SYSTEMS ARE OFTEN TREATED 1865 01:07:37,040 --> 01:07:38,720 AS IMMUTABLE BUT WE CAN DO 1866 01:07:38,720 --> 01:07:40,520 ANYTHING WE WANT WITH TECHNOLOGY 1867 01:07:40,520 --> 01:07:44,200 AS JOHN INDICATED AND WE HAVE 1868 01:07:44,200 --> 01:07:45,360 NOT YET TAPPED THE POTENTIAL 1869 01:07:45,360 --> 01:07:46,840 THAT IS AVAILABLE TO US. 1870 01:07:46,840 --> 01:07:50,000 WE NEED A NEW GENERATION OF AAC 1871 01:07:50,000 --> 01:07:51,800 TECHNOLOGIES, ONE THAT TRULY IS 1872 01:07:51,800 --> 01:07:53,680 DRIVEN BY THE NEEDS AND SKILLS 1873 01:07:53,680 --> 01:07:55,960 OF THE END USERS THAT IS 1874 01:07:55,960 --> 01:07:57,640 RESEARCH BASED AND HARNESSES THE 1875 01:07:57,640 --> 01:07:58,960 POWER OF TECHNOLOGY. 1876 01:07:58,960 --> 01:08:00,640 SO I'M JUST GOING TO GIVE YOU 1877 01:08:00,640 --> 01:08:03,160 ONE QUICK EXAMPLE OF SOME OF THE 1878 01:08:03,160 --> 01:08:04,760 PROBLEMS WITH CURRENT AAC 1879 01:08:04,760 --> 01:08:06,320 TECHNOLOGIES AND THEN GET PEOPLE 1880 01:08:06,320 --> 01:08:07,760 THINKING ABOUT NEW SOLUTIONS. 1881 01:08:07,760 --> 01:08:09,440 I DEFINITELY DON'T HAVE THE 1882 01:08:09,440 --> 01:08:10,920 ANSWERS BUT I THINK I KNOW WHERE 1883 01:08:10,920 --> 01:08:12,680 WE SHOULD BE STARTING TO THINK 1884 01:08:12,680 --> 01:08:14,280 ABOUT THESE PROBLEMS. 1885 01:08:14,280 --> 01:08:16,960 SO MANY AAC SYSTEMS USE 1886 01:08:16,960 --> 01:08:18,200 GRID-BASED DISPLAYS AND THESE 1887 01:08:18,200 --> 01:08:20,040 TAKE LANGUAGE OUT OF CONTEXT AND 1888 01:08:20,040 --> 01:08:22,560 DISTORT ALL THE FUNCTIONAL AND 1889 01:08:22,560 --> 01:08:23,120 PROPORTIONAL RELATIONSHIPS 1890 01:08:23,120 --> 01:08:25,000 BETWEEN PEOPLE AND ACTIONS AND 1891 01:08:25,000 --> 01:08:26,200 OBJECTS AND THEREFORE THEY ARE 1892 01:08:26,200 --> 01:08:28,160 DIFFICULT TO LEARN. 1893 01:08:28,160 --> 01:08:30,240 BUT WHAT IF INSTEAD WE TRY TO 1894 01:08:30,240 --> 01:08:32,520 CAPTURE THE EXPERIENCES IN WHICH 1895 01:08:32,520 --> 01:08:34,040 KIDS LEARN LANGUAGE USING PHOTOS 1896 01:08:34,040 --> 01:08:36,280 OR VIDEOS OF MEANINGFUL EVENTS? 1897 01:08:36,280 --> 01:08:38,960 AND WE EMBED EARLY EMERGING 1898 01:08:38,960 --> 01:08:41,320 LANGUAGE CONCEPTS WITHIN THOSE 1899 01:08:41,320 --> 01:08:42,840 SCENES OR PHOTOS? 1900 01:08:42,840 --> 01:08:45,520 SO HERE WE HAVE MOM EMBEDDED 1901 01:08:45,520 --> 01:08:47,120 WITHIN THE SCENE AND TALKING AND 1902 01:08:47,120 --> 01:08:50,160 THE TELEPHONE. 1903 01:08:50,160 --> 01:08:53,360 FROM OUR RESEARCH, THE USE OF 1904 01:08:53,360 --> 01:08:56,160 THE DISPLACE AND VIDEOS OFFER 1905 01:08:56,160 --> 01:08:57,000 SIGNIFICANT ADVANTAGES. 1906 01:08:57,000 --> 01:08:58,480 THESE ARE PROCESSED VISUALLY 1907 01:08:58,480 --> 01:09:00,440 VERY RAPIDLY, MUCH MORE RAPIDLY 1908 01:09:00,440 --> 01:09:03,320 THAN GRID DISPLAYS AND MOREOVER 1909 01:09:03,320 --> 01:09:05,560 OUR RESEARCH WOULD SUGGEST THAT 1910 01:09:05,560 --> 01:09:07,040 VISUAL ATTENTION IS DRIVEN 1911 01:09:07,040 --> 01:09:08,360 TOWARDS THE KEY LANGUAGE 1912 01:09:08,360 --> 01:09:10,280 CONCEPTS THAT EMERGE EARLY ON. 1913 01:09:10,280 --> 01:09:12,360 THE PEOPLE, THE ACTIONS AND THE 1914 01:09:12,360 --> 01:09:14,960 SHARED ACTIVITY. 1915 01:09:14,960 --> 01:09:16,360 MOREOVER, THEY ALLOW JUST IN 1916 01:09:16,360 --> 01:09:19,440 TIME PROGRAMMING OR ADDITION OF 1917 01:09:19,440 --> 01:09:21,960 VOCABULARY ON THE FLY SO WE CAN 1918 01:09:21,960 --> 01:09:22,480 BE RESPONSESSIVE TO THE 1919 01:09:22,480 --> 01:09:23,680 INTERESTS OF THE INDIVIDUAL AND 1920 01:09:23,680 --> 01:09:24,880 THEY CAN BE EMPOWERED TO CONTROL 1921 01:09:24,880 --> 01:09:28,200 SOME OF THEIR VOCABULARY 1922 01:09:28,200 --> 01:09:29,240 ACQUISITION. 1923 01:09:29,240 --> 01:09:32,840 SO VSDs, OTHER APPLICATIONS OF 1924 01:09:32,840 --> 01:09:35,080 TECHNOLOGY SUPPORT INCREASED 1925 01:09:35,080 --> 01:09:37,280 COMMUNICATION, VOCABULARY 1926 01:09:37,280 --> 01:09:37,800 ACQUISITION EXPRESSION. 1927 01:09:37,800 --> 01:09:40,440 THEY CAN SERVE AS TOOLS FROM OUR 1928 01:09:40,440 --> 01:09:42,560 RESEARCH, TO JUMPSTART LANGUAGE 1929 01:09:42,560 --> 01:09:44,880 DEVELOPMENT AT VERY EARLY 1930 01:09:44,880 --> 01:09:45,080 STAGES. 1931 01:09:45,080 --> 01:09:46,560 9 MONTHS OF AGE. 1932 01:09:46,560 --> 01:09:48,160 12 MONTHS OF AGE. 1933 01:09:48,160 --> 01:09:49,480 SO THAT INDIVIDUALS CAN KEEP 1934 01:09:49,480 --> 01:09:51,240 PACE WITH THEIR LANGUAGE 1935 01:09:51,240 --> 01:09:53,400 DEVELOPMENT AND NOT BE HELD 1936 01:09:53,400 --> 01:09:53,960 BACK. 1937 01:09:53,960 --> 01:09:55,160 BUT NOTE THAT I SAY THAT THESE 1938 01:09:55,160 --> 01:09:58,480 ARE WAYS TO JUMPSTART EARLY 1939 01:09:58,480 --> 01:10:00,280 LANGUAGE DEVELOPMENT. 1940 01:10:00,280 --> 01:10:04,280 THEY ARE NOT SUFFICIENT TO 1941 01:10:04,280 --> 01:10:04,920 DEVELOP GENITIVE COMMUNICATION. 1942 01:10:04,920 --> 01:10:07,640 FOR THAT, YOU NEED ACCESS TO 1943 01:10:07,640 --> 01:10:09,640 SYNTAX AND MORPHOLOGY AND FULLY 1944 01:10:09,640 --> 01:10:10,480 ROBUST LANGUAGE SYSTEM SYSTEM. 1945 01:10:10,480 --> 01:10:12,920 AND REALLY THE ONLY WAY TO GET 1946 01:10:12,920 --> 01:10:15,800 TO THAT IS THROUGH LITERACY. 1947 01:10:15,800 --> 01:10:18,720 CONNIE INDICATED WE NEED TO BE 1948 01:10:18,720 --> 01:10:19,680 LOOKING AT BOLSTERING LITERACY 1949 01:10:19,680 --> 01:10:22,280 OUTCOMES FOR THIS POPULATION. 1950 01:10:22,280 --> 01:10:23,680 THESE LITERACY SKILLS ARE 1951 01:10:23,680 --> 01:10:25,160 ESSENTIAL TO PARTICIPATION AND 1952 01:10:25,160 --> 01:10:27,720 SOCIETY FOR ALL OF US BUT 1953 01:10:27,720 --> 01:10:29,000 ESPECIALLY FOR INDIVIDUALS WHO 1954 01:10:29,000 --> 01:10:32,680 DON'T HAVE ACCESS TO SPEECH. 1955 01:10:32,680 --> 01:10:34,480 THROUGH LITERACY THEY ARE ABLE 1956 01:10:34,480 --> 01:10:36,480 TO EXPRESS THEMSELVES FULLY AND 1957 01:10:36,480 --> 01:10:36,800 INDEPENDENTLY. 1958 01:10:36,800 --> 01:10:38,200 SO IT'S AGAIN A REALLY 1959 01:10:38,200 --> 01:10:40,080 CONCERNING TO KNOW THAT THE 1960 01:10:40,080 --> 01:10:42,200 RESEARCH SUGGESTS THAT MORE THAN 1961 01:10:42,200 --> 01:10:44,200 90% OF INDIVIDUALS WHO HAVE 1962 01:10:44,200 --> 01:10:46,200 COMPLEX COMMUNICATION NEEDS 1963 01:10:46,200 --> 01:10:47,800 ENTER ADULTHOOD WITHOUT 1964 01:10:47,800 --> 01:10:49,280 FUNCTIONAL LITERACY SKILLS. 1965 01:10:49,280 --> 01:10:52,520 WE HAVE BEEN WORKING ON WAYS TO 1966 01:10:52,520 --> 01:10:54,560 CHANGE THAT WITHIN OUR LAB AT 1967 01:10:54,560 --> 01:10:56,200 PENN STATE. 1968 01:10:56,200 --> 01:10:57,320 DAVID AND I HAVE BEEN WORKING 1969 01:10:57,320 --> 01:11:00,320 OVER THE LAST 10 YEARS ON 1970 01:11:00,320 --> 01:11:02,760 DEVELOPING ADAPTIVE LITERACY 1971 01:11:02,760 --> 01:11:03,400 CURRICULUM TO SUPPORT 1972 01:11:03,400 --> 01:11:05,960 INDIVIDUALS WHO CANNOT RELY ON 1973 01:11:05,960 --> 01:11:08,920 SPEECH TO LEARN TO READ AND 1974 01:11:08,920 --> 01:11:09,120 WRITE. 1975 01:11:09,120 --> 01:11:10,920 IT IS HEAVILY RELIANT ON WHAT WE 1976 01:11:10,920 --> 01:11:13,400 KNOW ABOUT HOW LITERACY SKILLS 1977 01:11:13,400 --> 01:11:15,600 DEVELOP, TARGETING APPROPRIATE 1978 01:11:15,600 --> 01:11:18,120 SKILLS, UTILIZING EFFECTIVE AND 1979 01:11:18,120 --> 01:11:19,240 INSTRUCTIONAL PROCEDURES. 1980 01:11:19,240 --> 01:11:22,440 BUT ADDING ADD DAPITATIONS TO 1981 01:11:22,440 --> 01:11:23,800 ALLOW INDIVIDUALS WITH COMPLEX 1982 01:11:23,800 --> 01:11:25,480 COMMUNICATION NEEDS TO 1983 01:11:25,480 --> 01:11:27,600 PARTICIPATE USING ALTERNATIVE 1984 01:11:27,600 --> 01:11:29,880 RESPONSE MODES, VISUAL SUPPORTS 1985 01:11:29,880 --> 01:11:33,400 AND PROVIDING SUPPORT FOR THAT 1986 01:11:33,400 --> 01:11:34,520 RECODING FROM TEXT TO SPEECH 1987 01:11:34,520 --> 01:11:37,120 THAT MAY BE MORE DIFFICULT FOR 1988 01:11:37,120 --> 01:11:40,000 THOSE INDIVIDUALS WHO DON'T 1989 01:11:40,000 --> 01:11:40,200 SPEAK. 1990 01:11:40,200 --> 01:11:42,600 WE ALSO HAVE BEEN WORKING HARD 1991 01:11:42,600 --> 01:11:44,720 TO MAKE SURE THAT WE EMBED 1992 01:11:44,720 --> 01:11:47,120 SUPPORTS FOR LITERACY LEARNING 1993 01:11:47,120 --> 01:11:48,920 INTO THE PICTURE-BASE 1994 01:11:48,920 --> 01:11:52,040 COMMUNICATION SYSTEMS OFTEN USED 1995 01:11:52,040 --> 01:11:54,120 BY INDIVIDUALS WHO HAVE LIMITED 1996 01:11:54,120 --> 01:11:54,720 SPEECH. 1997 01:11:54,720 --> 01:11:57,280 WE CALL THESE TRANSITION TO 1998 01:11:57,280 --> 01:11:58,880 LITERACY TECHNOLOGY, ESSENTIALLY 1999 01:11:58,880 --> 01:12:03,080 WHAT HAPPENS IN THIS IS THAT THE 2000 01:12:03,080 --> 01:12:04,280 INDIVIDUAL SELECTS EITHER FROM A 2001 01:12:04,280 --> 01:12:06,960 VISUAL SCREEN DISPLAY OR GRID 2002 01:12:06,960 --> 01:12:07,200 DISPLAY. 2003 01:12:07,200 --> 01:12:09,160 A SYMBOL OR A PICTURE AND AT 2004 01:12:09,160 --> 01:12:11,280 THAT POINT, THE WRITTEN WORD 2005 01:12:11,280 --> 01:12:14,960 APPEARS DYNAMICALLY ON THE 2006 01:12:14,960 --> 01:12:15,560 SCREEN. 2007 01:12:15,560 --> 01:12:17,360 THAT MOTION CAPTURES VISUAL 2008 01:12:17,360 --> 01:12:18,600 ATTENTION IN A REALLY POWERFUL 2009 01:12:18,600 --> 01:12:21,440 WAY SO THAT THE USER IS 2010 01:12:21,440 --> 01:12:23,320 ATTENDING TO THE ORTHOG FEE OR 2011 01:12:23,320 --> 01:12:24,600 WRITTEN TEXT. 2012 01:12:24,600 --> 01:12:26,800 WITH THAT VISUAL ATTENTION TO 2013 01:12:26,800 --> 01:12:29,080 THE TEXT WE PAIR IT WITH THE 2014 01:12:29,080 --> 01:12:30,640 SPOKEN OUTPUT, EITHER OF THE 2015 01:12:30,640 --> 01:12:32,880 FULL WORD TO SUPPORT SIGHT WORD 2016 01:12:32,880 --> 01:12:35,200 LEARNING OR ALTERNATIVELY WITH A 2017 01:12:35,200 --> 01:12:36,400 SOUNDING OUT OF THE WORD TO 2018 01:12:36,400 --> 01:12:39,680 SUPPORT THE LEARNING OF DECODING 2019 01:12:39,680 --> 01:12:40,320 SKILLS. 2020 01:12:40,320 --> 01:12:42,360 >> DR. COOPER: YOUR TIME IS 2021 01:12:42,360 --> 01:12:44,200 ALMOST UP. 2022 01:12:44,200 --> 01:12:45,680 >> JANICE LIGHT: I'M ALMOST 2023 01:12:45,680 --> 01:12:46,080 THERE. 2024 01:12:46,080 --> 01:12:47,760 WE HAVE DONE A SERIES OF SINGLE 2025 01:12:47,760 --> 01:12:50,320 CASE RESEARCH STUDIES AND 2026 01:12:50,320 --> 01:12:53,800 RESULTS OF THOSE, WORK LED BY 2027 01:12:53,800 --> 01:12:55,680 JESSICA KAREN, FOUND THAT 89% OF 2028 01:12:55,680 --> 01:12:57,800 THE PARTICIPANTS INCREASED THEIR 2029 01:12:57,800 --> 01:12:59,640 LITERACY SKILLS SIMPLY WITH 2030 01:12:59,640 --> 01:13:01,840 ACCESS TO THESE AAC APPS. 2031 01:13:01,840 --> 01:13:04,200 SO I BELIEVE WE CAN DO BETTER 2032 01:13:04,200 --> 01:13:05,600 THAN WE HAVE. 2033 01:13:05,600 --> 01:13:08,200 AND THE FUTURE IS EXCITING TO 2034 01:13:08,200 --> 01:13:08,400 ME. 2035 01:13:08,400 --> 01:13:10,760 A COUPLE OF REALLY QUICK 2036 01:13:10,760 --> 01:13:12,320 RESEARCH PRIORITIES, WE URGENTLY 2037 01:13:12,320 --> 01:13:14,160 NEED RESEARCH TRAINING AND 2038 01:13:14,160 --> 01:13:15,920 POLICY MAKING TO OPTIMIZE OUR 2039 01:13:15,920 --> 01:13:17,280 SERVICES TO CLOSE THAT GAP 2040 01:13:17,280 --> 01:13:18,880 BETWEEN WHAT WE KNOW IS POSSIBLE 2041 01:13:18,880 --> 01:13:20,760 AND WHAT IS ACTUALLY OCCURRING 2042 01:13:20,760 --> 01:13:23,000 IN THE LIVES OF THESE KIDS. 2043 01:13:23,000 --> 01:13:24,520 TO ADDRESS THOSE RACIAL 2044 01:13:24,520 --> 01:13:26,120 DISPARITIES AND ENSURE THAT ALL 2045 01:13:26,120 --> 01:13:28,880 KIDS AT RISK RECEIVE ACCESS TO 2046 01:13:28,880 --> 01:13:29,600 AAC INTERVENTION. 2047 01:13:29,600 --> 01:13:32,880 AT A VERY EARLY STAGE AND THAT 2048 01:13:32,880 --> 01:13:34,880 THAT INTERVENTION IS SUFFICIENT 2049 01:13:34,880 --> 01:13:36,880 INTENSITY TO ACHIEVE MEANINGFUL 2050 01:13:36,880 --> 01:13:37,120 GAINS. 2051 01:13:37,120 --> 01:13:38,680 WE NEED RESEARCH TO DETERMINE 2052 01:13:38,680 --> 01:13:41,200 WHICH AAC INTERVENTIONS WORK 2053 01:13:41,200 --> 01:13:43,200 BEST FOR WHOM UNDER WHAT 2054 01:13:43,200 --> 01:13:43,600 CONDITIONS. 2055 01:13:43,600 --> 01:13:45,800 NOT JUST FOR SIMPLE REQUESTS BUT 2056 01:13:45,800 --> 01:13:48,120 TO MAXIMIZE LANGUAGE LITERACY 2057 01:13:48,120 --> 01:13:49,600 AND COMMUNICATION. 2058 01:13:49,600 --> 01:13:53,200 AND WE URGENTLY NEED TECHNOLOGY 2059 01:13:53,200 --> 01:13:54,200 DEVELOPMENT. 2060 01:13:54,200 --> 01:13:55,320 RESEARCH-BASED TECHNOLOGIES 2061 01:13:55,320 --> 01:13:57,320 DRIVEN BY THE NEEDS AND SKILLS 2062 01:13:57,320 --> 01:13:58,400 OF END USERS. 2063 01:13:58,400 --> 01:14:00,600 AND I AGREE WITH THE EARLIER 2064 01:14:00,600 --> 01:14:01,600 SPEAKERS. 2065 01:14:01,600 --> 01:14:03,560 THIS WORK WILL ONLY BE EFFECTIVE 2066 01:14:03,560 --> 01:14:05,440 IF OUR FUTURE RESEARCH 2067 01:14:05,440 --> 01:14:08,640 DEVELOPMENT TRAINING AND 2068 01:14:08,640 --> 01:14:09,120 DISSEMINATION ENTAILS 2069 01:14:09,120 --> 01:14:09,760 PARTNERSHIPS BETWEEN INDIVIDUALS 2070 01:14:09,760 --> 01:14:11,720 ON THE AUTISM SPECTRUM, 2071 01:14:11,720 --> 01:14:12,640 RESEARCHERS AND SERVICE 2072 01:14:12,640 --> 01:14:14,920 PROVIDERS WITH EXPERTISE IN 2073 01:14:14,920 --> 01:14:16,400 AUTISM AND ALSO RESEARCHERS 2074 01:14:16,400 --> 01:14:18,960 SERVICE PROVIDERS AND TECHNOLOGY 2075 01:14:18,960 --> 01:14:21,120 DEVELOPERS WITH EXPERTISE IN 2076 01:14:21,120 --> 01:14:21,320 AAC. 2077 01:14:21,320 --> 01:14:31,480 THANK YOU. 2078 01:14:32,240 --> 01:14:33,120 >> CONNIE KASARI: THAT WAS 2079 01:14:33,120 --> 01:14:33,320 GREAT. 2080 01:14:33,320 --> 01:14:35,600 THANK YOU. 2081 01:14:35,600 --> 01:14:41,160 NEXT WE HAVE KAREN CHENAUSKY. 2082 01:14:41,160 --> 01:14:43,680 SPEECH THERAPY FOR MINIMALLY 2083 01:14:43,680 --> 01:14:44,240 VERBAL AUTISTIC CHILDREN. 2084 01:14:44,240 --> 01:14:46,680 WHERE ARE WE? 2085 01:14:46,680 --> 01:14:56,960 [ LOW AUDIO ] 2086 01:15:26,160 --> 01:15:28,440 >> KAREN CHENAUSKY: IS MY 2087 01:15:28,440 --> 01:15:29,320 PRESENTATION SHOWING? 2088 01:15:29,320 --> 01:15:31,000 LET ME KNOW. 2089 01:15:31,000 --> 01:15:31,280 >> YES. 2090 01:15:31,280 --> 01:15:34,040 >> KAREN CHENAUSKY: SUCCESS. 2091 01:15:34,040 --> 01:15:36,520 FIRST OF ALL, CONNIE, THANKS TO 2092 01:15:36,520 --> 01:15:38,800 UL YOU AND HELEN AND JUDITH FOR 2093 01:15:38,800 --> 01:15:39,720 THIS HONOR. 2094 01:15:39,720 --> 01:15:41,320 AND YOU KNOW I'M GOING TO TALK 2095 01:15:41,320 --> 01:15:43,440 ABOUT SPEECH THERAPY, THE 2096 01:15:43,440 --> 01:15:45,120 SCIENCE BEHIND THE SPEECH 2097 01:15:45,120 --> 01:15:47,440 THERAPY FOR MINIMALLY VERBAL 2098 01:15:47,440 --> 01:15:48,320 AUTISTIC CHILDREN. 2099 01:15:48,320 --> 01:15:53,120 BUT I WANT TO BEGIN BY PUTTING 2100 01:15:53,120 --> 01:15:54,520 MY PRESENTATION AND MY WORK IN 2101 01:15:54,520 --> 01:15:55,840 GENERAL IN CONTEXT. 2102 01:15:55,840 --> 01:15:57,400 WE ARE ALL FAMILIAR WITH THE 2103 01:15:57,400 --> 01:15:59,840 PROPORTION OF AUTISTIC CHILDREN 2104 01:15:59,840 --> 01:16:01,720 WHO REMAIN MINIMALLY VERBAL PAST 2105 01:16:01,720 --> 01:16:02,720 THE AGE OF 5. 2106 01:16:02,720 --> 01:16:04,760 AND THE DEEP DISTRESSING 2107 01:16:04,760 --> 01:16:06,760 BEHAVIORS LIKE SELF INJURY AND 2108 01:16:06,760 --> 01:16:08,760 AGGRESSION THAT ARE ASSOCIATED 2109 01:16:08,760 --> 01:16:10,960 WITH BEING MINIMALLY VERBAL. 2110 01:16:10,960 --> 01:16:12,640 I BELIEVE THAT EVERYONE HAS THE 2111 01:16:12,640 --> 01:16:14,160 RIGHT TO COMMUNICATE IN WAYS 2112 01:16:14,160 --> 01:16:15,800 THAT DO NOT INVOLVE HURTING 2113 01:16:15,800 --> 01:16:16,560 THEMSELVES OR OTHERS. 2114 01:16:16,560 --> 01:16:19,640 AS A RESEARCHER, I ACKNOWLEDGE 2115 01:16:19,640 --> 01:16:22,240 THAT SPEECH WINS THE POPULARITY 2116 01:16:22,240 --> 01:16:23,680 CONTEST AND THE LARGE MAJORITY 2117 01:16:23,680 --> 01:16:25,360 OF PEOPLE COMMUNICATE BY SPEECH. 2118 01:16:25,360 --> 01:16:26,480 BUT THAT DOESN'T MEAN THAT 2119 01:16:26,480 --> 01:16:29,280 SPEECH IS MORALLY SUPERIOR TO 2120 01:16:29,280 --> 01:16:31,120 OTHER MODES OF COMMUNICATION 2121 01:16:31,120 --> 01:16:34,160 SUCH AS TEXT OR TEXTING OR SIGN 2122 01:16:34,160 --> 01:16:34,480 OR GESTURE. 2123 01:16:34,480 --> 01:16:36,160 AND I BELIEVE THAT IT IS OUR 2124 01:16:36,160 --> 01:16:37,880 RESPONSIBILITY AS CLINICIANS TO 2125 01:16:37,880 --> 01:16:39,440 PROVIDE THE CHILDREN WE WORK 2126 01:16:39,440 --> 01:16:41,120 WITH THE TOOLS TO COMMUNICATE IN 2127 01:16:41,120 --> 01:16:44,760 THE SAME VARIETY OF WAYS THAT WE 2128 01:16:44,760 --> 01:16:47,080 OURSELVES COMMUNICATE IN WHILE 2129 01:16:47,080 --> 01:16:48,440 ACKNOWLEDGING THEIR AGENCY AND 2130 01:16:48,440 --> 01:16:50,960 POTENTIALLY PREFERRING SOME 2131 01:16:50,960 --> 01:16:51,960 MODES OVER OTHERS. 2132 01:16:51,960 --> 01:16:54,360 SO AS MUCH SPEECH DOES HAVE 2133 01:16:54,360 --> 01:16:56,440 ADVANTAGES AS A MODE OF 2134 01:16:56,440 --> 01:16:58,280 COMMUNICATION SUCH AS MAXIMUM 2135 01:16:58,280 --> 01:17:00,080 NUMBER OF CONVERSATION PARTNERS, 2136 01:17:00,080 --> 01:17:02,880 BUT IT'S NOT EVERYONE'S TOP 2137 01:17:02,880 --> 01:17:03,080 CHOICE. 2138 01:17:03,080 --> 01:17:05,200 IT IS A COMPLEX SET OF SKILLS 2139 01:17:05,200 --> 01:17:07,320 AND THERE ARE MANY LEVELS AT 2140 01:17:07,320 --> 01:17:08,880 WHICH SPEECH DEVELOPMENT CAN BE 2141 01:17:08,880 --> 01:17:09,120 AFFECTING. 2142 01:17:09,120 --> 01:17:10,480 I WON'T GO INTO ALL OF THEM BUT 2143 01:17:10,480 --> 01:17:15,680 I WILL FOCUS ON THE PLANNING AND 2144 01:17:15,680 --> 01:17:16,800 PROGRAMMING LEVEL BECAUSE 2145 01:17:16,800 --> 01:17:17,880 DISORDERS THAT THE LEVEL SEEM TO 2146 01:17:17,880 --> 01:17:19,400 HAVE, ESPECIALLY WIDE RANGING 2147 01:17:19,400 --> 01:17:20,960 EFFECTS ON EXPRESSIVE LANGUAGE 2148 01:17:20,960 --> 01:17:22,800 DEVELOPMENT THAN DO DISORDERS AT 2149 01:17:22,800 --> 01:17:24,800 SOME OTHER LEVELS. 2150 01:17:24,800 --> 01:17:26,000 SPECIFICALLY AS HELEN ALLUDED 2151 01:17:26,000 --> 01:17:30,360 TO, I'M TALKING ABOUT CAS, 2152 01:17:30,360 --> 01:17:31,880 CHILDHOOD A PACKSIA OF SPEECH. 2153 01:17:31,880 --> 01:17:33,560 THIS IS A DISORDER AFFECTING THE 2154 01:17:33,560 --> 01:17:37,520 PLANNING OF THE MOVEMENTS NEEDED 2155 01:17:37,520 --> 01:17:39,040 FOR SPEECH. 2156 01:17:39,040 --> 01:17:40,920 KIST RIDES BROADLY BY DISRUPTED 2157 01:17:40,920 --> 01:17:42,200 COARTICULATION BETWEEN ADJACENT 2158 01:17:42,200 --> 01:17:44,520 SPEECH SOUNDS, BILLETEDDERED 2159 01:17:44,520 --> 01:17:48,920 TIMING OF SPEECH AND BY VARIABLE 2160 01:17:48,920 --> 01:17:49,600 OR INCONSISTENT ERRORS. 2161 01:17:49,600 --> 01:17:52,720 TREATMENT FOR CAS IS LENGTHY AND 2162 01:17:52,720 --> 01:17:53,000 INTENSIVE. 2163 01:17:53,000 --> 01:17:54,720 IT INVOLVES TEACHING CHILDREN 2164 01:17:54,720 --> 01:17:56,400 FIRST TO PRODUCE AND THEN TO 2165 01:17:56,400 --> 01:17:58,320 REFINE THE MOTOR PATTERNS NEEDED 2166 01:17:58,320 --> 01:18:00,000 FOR INTELIGIBLE SPEECH WITH THE 2167 01:18:00,000 --> 01:18:02,400 GOALS OF INCREASING SMOOTH 2168 01:18:02,400 --> 01:18:05,720 THINKS, CONSISTENCY AND 2169 01:18:05,720 --> 01:18:07,800 THEREFORE SPEECH 2170 01:18:07,800 --> 01:18:08,160 INTELLIGIBILITY. 2171 01:18:08,160 --> 01:18:09,720 BUT IT DOESN'T END THERE. 2172 01:18:09,720 --> 01:18:12,320 BECAUSE CHILDREN WITH CAS ALSO 2173 01:18:12,320 --> 01:18:14,200 FREQUENTLY EXPERIENCE CHALLENGES 2174 01:18:14,200 --> 01:18:16,080 WITH ORAL LANGUAGE LATER ON. 2175 01:18:16,080 --> 01:18:18,000 FOR EXAMPLE, IN A FOURTH COMING 2176 01:18:18,000 --> 01:18:19,880 PAPER I HAVE WITH COLLABORATORS 2177 01:18:19,880 --> 01:18:23,000 AT THE MAYO CLINIC, WE FOUND 2178 01:18:23,000 --> 01:18:26,160 THAT OF A COHORT OF 375 CHILDREN 2179 01:18:26,160 --> 01:18:29,160 WHERE A PRIMARY DIAGNOSIS OF 2180 01:18:29,160 --> 01:18:31,520 CAS, OVER 95 EXPRESS EXPRESSIVE 2181 01:18:31,520 --> 01:18:32,640 LANGUAGE IMPAIRMENTS. 2182 01:18:32,640 --> 01:18:35,640 OTHER WORK I DID WITH HELEN, IN 2183 01:18:35,640 --> 01:18:39,440 OUR COLLABORATOR, AMANDA AND 2184 01:18:39,440 --> 01:18:42,160 ANGELA MORGAN, SHOWN THAT CAS 2185 01:18:42,160 --> 01:18:45,120 DOES AFFECT A CONSIDERABLE OF 2186 01:18:45,120 --> 01:18:46,240 MINIMALLY VERBAL CHILDREN AS 2187 01:18:46,240 --> 01:18:46,440 WELL. 2188 01:18:46,440 --> 01:18:48,320 WE DON'T KNOW THE EXACT PORTION 2189 01:18:48,320 --> 01:18:50,560 BECAUSE WE CAN'T DIAGNOSE CAS IN 2190 01:18:50,560 --> 01:18:51,960 PEOPLE WHO DON'T SPEAK OR WHO 2191 01:18:51,960 --> 01:18:54,040 HAVE VERY, VERY LITTLE SPEECH. 2192 01:18:54,040 --> 01:18:56,040 THOUGH IT IS A REASONABLE 2193 01:18:56,040 --> 01:18:57,880 HYPOTHESIS THAT CAS COULD BE SO 2194 01:18:57,880 --> 01:19:00,560 SEVERE AS TO LIMIT INTENTIONAL 2195 01:19:00,560 --> 01:19:02,560 VOCALIZATION ENTIRELY. 2196 01:19:02,560 --> 01:19:05,080 REGARDLESS, CAS DOES APPEAR TO 2197 01:19:05,080 --> 01:19:06,680 SIGNIFICANTLY NEGATIVELY EFFECT 2198 01:19:06,680 --> 01:19:09,240 CHILDREN'S ABILITY TO PRODUCE 2199 01:19:09,240 --> 01:19:11,000 ACCURATE SPEECH AS SHOWN BY THIS 2200 01:19:11,000 --> 01:19:17,400 GRAPH WHERE THE ONLY ADJACENT 2201 01:19:17,400 --> 01:19:21,240 GROUPS TO SIGNIFICANTLY DIFFER 2202 01:19:21,240 --> 01:19:22,080 ON SPEECH REPETITION ABILITY 2203 01:19:22,080 --> 01:19:24,960 WITH THE NON CAS AND CAS GROUPS. 2204 01:19:24,960 --> 01:19:27,520 SO ALONG WITH RECEPTIVE LANGUAGE 2205 01:19:27,520 --> 01:19:29,400 IMPAIRMENT, CAS DOES SEEM TO BE 2206 01:19:29,400 --> 01:19:31,800 ONE FACTOR THAT MAKES SOME 2207 01:19:31,800 --> 01:19:33,720 MINIMALLY VERBAL CHILDREN 2208 01:19:33,720 --> 01:19:42,600 MINIMALLY VERBAL. 2209 01:19:42,600 --> 01:19:45,920 SO AS TO THE SCIENCE ON 2210 01:19:45,920 --> 01:19:48,800 TREATMENT FOR CAS AND AUTISTIC 2211 01:19:48,800 --> 01:19:49,080 CHILDREN. 2212 01:19:49,080 --> 01:19:51,400 THERE IS LITERALLY JUST TWO SETS 2213 01:19:51,400 --> 01:19:53,200 OF STUDIES. 2214 01:19:53,200 --> 01:19:55,400 AND RESULTS ARE MIXED. 2215 01:19:55,400 --> 01:19:57,600 THE FIRST I'LL DESCRIBE IS 2216 01:19:57,600 --> 01:19:59,520 MOLLY'S WORK WHICH SHE DID FOR 2217 01:19:59,520 --> 01:20:01,720 HER DISSERTATION AT TEMPLE 2218 01:20:01,720 --> 01:20:02,000 UNIVERSITY. 2219 01:20:02,000 --> 01:20:03,240 SHE REPORTS ON THREE CHILDREN 2220 01:20:03,240 --> 01:20:07,360 WITH BOTH AUTISM AND CAS. 2221 01:20:07,360 --> 01:20:09,560 AND THE PARADIGM WAS TO PROVIDE 2222 01:20:09,560 --> 01:20:12,440 18 SESSIONS OF CAS THERAPY, 2223 01:20:12,440 --> 01:20:14,120 WHICH IS BASED ON PRINCIPLES OF 2224 01:20:14,120 --> 01:20:16,120 MOTOR LEARNING AND INVOLVES A 2225 01:20:16,120 --> 01:20:18,120 LOT OF INTENSIVE PRACTICE. 2226 01:20:18,120 --> 01:20:22,920 SHE ALSO INCLUDED PLAYING VIDEO 2227 01:20:22,920 --> 01:20:25,440 MODELING TECHNIQUES IN HER 2228 01:20:25,440 --> 01:20:25,640 STUDY. 2229 01:20:25,640 --> 01:20:28,360 THE RESULTS HERE, THOUGH, 2230 01:20:28,360 --> 01:20:29,760 UNDERSCORE REALLY HOW 2231 01:20:29,760 --> 01:20:31,280 CHALLENGING TALKING IS FOR THESE 2232 01:20:31,280 --> 01:20:33,960 CHILDREN IN THE FACT THAT TWO OF 2233 01:20:33,960 --> 01:20:36,960 THE PARTICIPANTS DIDN'T FINISH 2234 01:20:36,960 --> 01:20:40,160 THE THERAPY. 2235 01:20:40,160 --> 01:20:41,640 AND THERE WERE AGAIN VERY MIXED 2236 01:20:41,640 --> 01:20:41,880 RESULTS. 2237 01:20:41,880 --> 01:20:44,280 BUT I THINK THE FACT THAT SOME 2238 01:20:44,280 --> 01:20:46,040 IMPROVEMENT OCCURRED ON SOME 2239 01:20:46,040 --> 01:20:48,240 STIMULI FOR MOST PARTICIPANTS, 2240 01:20:48,240 --> 01:20:49,560 IS IT TESTAMENT TO HER CLINICAL 2241 01:20:49,560 --> 01:20:53,560 SKILL AND FRANKLY HOW HARD THE 2242 01:20:53,560 --> 01:20:54,480 CHILDREN WORKED. 2243 01:20:54,480 --> 01:20:56,000 THE OTHER SET OF STUDIES IS ONE 2244 01:20:56,000 --> 01:20:57,880 I HAD THE PRIVILEGE OF WORKING 2245 01:20:57,880 --> 01:20:58,080 ON. 2246 01:20:58,080 --> 01:21:00,280 I'M GOING TO REPORT AGGREGATE 2247 01:21:00,280 --> 01:21:03,560 RESULTS OVER A TOTAL OF 31 2248 01:21:03,560 --> 01:21:05,480 CHILDREN WHO RECEIVED 25 2249 01:21:05,480 --> 01:21:09,760 SESSIONS OF AMMT, AUDITORY MOTOR 2250 01:21:09,760 --> 01:21:10,600 MAPPING TRAINING. 2251 01:21:10,600 --> 01:21:13,480 THIS IS A MUSIC-BASED TRAINING 2252 01:21:13,480 --> 01:21:15,080 WHERE STIMULI ARE SUNG INSTEAD 2253 01:21:15,080 --> 01:21:16,840 OF SPOKING AND REPETITION IS 2254 01:21:16,840 --> 01:21:19,200 ACCOMPANIED BY MANUAL DRUMMING 2255 01:21:19,200 --> 01:21:21,360 IN TIME WITH EACH SYLLABLE. 2256 01:21:21,360 --> 01:21:22,960 OVER ALL 31 CHILDREN THERE WAS A 2257 01:21:22,960 --> 01:21:26,840 SIGNIFICANT MEAN IMPROVEMENT OF 2258 01:21:26,840 --> 01:21:28,760 ABOUT 16% ON OUR MAIN OUTCOME 2259 01:21:28,760 --> 01:21:31,960 MEASURE, A MEASURE OF SYLLABLE 2260 01:21:31,960 --> 01:21:32,520 REPETITION ACCURACY. 2261 01:21:32,520 --> 01:21:34,880 BUT AS WITH MOLLY'S WORK, THIS 2262 01:21:34,880 --> 01:21:37,880 AVERAGE REALLY ENCOMPASSES A 2263 01:21:37,880 --> 01:21:39,480 WIDE RANGE OF INDIVIDUALS 2264 01:21:39,480 --> 01:21:40,000 PERFORMANCE. 2265 01:21:40,000 --> 01:21:42,640 THE CHILDREN WHO IMPROVE ARE 2266 01:21:42,640 --> 01:21:43,800 SHOWN IN DARK BLUE WHILE THE 2267 01:21:43,800 --> 01:21:45,480 LIGHT ORANGE ONES REPRESENT 2268 01:21:45,480 --> 01:21:47,000 CHILDREN WHO DIDN'T IMPROVE. 2269 01:21:47,000 --> 01:21:48,800 SO TO UNDERSTAND BETTER WHAT 2270 01:21:48,800 --> 01:21:50,120 PREDICTED THAT IMPROVEMENT, WE 2271 01:21:50,120 --> 01:21:52,080 WERE ABLE TO IDENTIFY TWO MAIN 2272 01:21:52,080 --> 01:21:53,600 FACTORS THAT WERE RESPONSIBLE 2273 01:21:53,600 --> 01:21:54,840 FOR IMPROVEMENT. 2274 01:21:54,840 --> 01:21:56,880 ONE IS SPEECH ABILITY AT 2275 01:21:56,880 --> 01:21:57,160 BASELINE. 2276 01:21:57,160 --> 01:21:59,000 NOT SURPRISINGLY FOR 2277 01:21:59,000 --> 01:22:00,800 SPEECH-RELATED THERAPY. 2278 01:22:00,800 --> 01:22:02,400 BUT THE OTHER WAS OLDER AGE. 2279 01:22:02,400 --> 01:22:05,240 AND I THINK THESE FACTORS RAISE 2280 01:22:05,240 --> 01:22:06,600 IMPORTANT QUESTIONS ABOUT WHO 2281 01:22:06,600 --> 01:22:08,520 THIS TYPE OF THERAPY MIGHT BE 2282 01:22:08,520 --> 01:22:11,120 MOST USEFUL FOR. 2283 01:22:11,120 --> 01:22:13,360 AND IN LINE WITH THAT QUESTION, 2284 01:22:13,360 --> 01:22:16,200 I'LL BRIEFLY PRESENT SOME 2285 01:22:16,200 --> 01:22:17,320 EXCITING RECENT WORK FROM 2286 01:22:17,320 --> 01:22:19,000 ARIZONA STATE UNIVERSITY. 2287 01:22:19,000 --> 01:22:22,720 THIS GROUP IS LED BY -- THEY 2288 01:22:22,720 --> 01:22:25,800 LOOKED AT CHILDREN WITH 2289 01:22:25,800 --> 01:22:28,240 LACTSEMIA, A GENETIC METABOLIC 2290 01:22:28,240 --> 01:22:32,600 DISORDER ASSOCIATED WITH CAS IN 2291 01:22:32,600 --> 01:22:32,960 LATER CHILDHOOD. 2292 01:22:32,960 --> 01:22:35,520 AND SINCE GALACTOSEMIA CAN BE 2293 01:22:35,520 --> 01:22:37,920 DIAGNOSED VERY SOON AFTER BIRTH, 2294 01:22:37,920 --> 01:22:39,520 THIS TEAM ENROLLED CHILDREN WITH 2295 01:22:39,520 --> 01:22:42,160 THAT DIAGNOSIS BEFORE THEY WERE 2296 01:22:42,160 --> 01:22:42,480 6-MONTH-OLD. 2297 01:22:42,480 --> 01:22:44,640 AND THEY PROVIDED THEM WITH A 2298 01:22:44,640 --> 01:22:46,960 PARENT MEDIATED THERAPY THAT 2299 01:22:46,960 --> 01:22:47,760 BEGAN WITH ACTIVITIES DESIGNED 2300 01:22:47,760 --> 01:22:51,440 TO INCREASE BOTH THE AMOUNT AND 2301 01:22:51,440 --> 01:22:54,440 THE COMPLEXITY OF BABBLING 2302 01:22:54,440 --> 01:22:57,000 STAYING WITHIN PROXIMAL 2303 01:22:57,000 --> 01:22:58,040 DEVELOPMENT ZONE AND MOVING ON 2304 01:22:58,040 --> 01:23:00,560 TO INCREASING VOCABULARY AND 2305 01:23:00,560 --> 01:23:02,960 LANGUAGE COMPLEXITY LATER ON AS 2306 01:23:02,960 --> 01:23:03,680 CHILDREN DEVELOPED. 2307 01:23:03,680 --> 01:23:08,080 BY 10-12 MONTHS OF AGE, THE 2308 01:23:08,080 --> 01:23:10,360 TREATED GROUP SHOWED 2309 01:23:10,360 --> 01:23:10,960 SIGNIFICANTLY GREATER BABBLING 2310 01:23:10,960 --> 01:23:13,400 COMPLEXITY THAN BOTH THE 2311 01:23:13,400 --> 01:23:16,240 UNTREATED GROUP AND UNAFFECTED 2312 01:23:16,240 --> 01:23:16,520 CONTROLS. 2313 01:23:16,520 --> 01:23:19,360 AND FURTHERMORE, AT A 54 MONTH 2314 01:23:19,360 --> 01:23:22,560 FOLLOW-UP, ONLY ONE OF THE 13 2315 01:23:22,560 --> 01:23:23,440 TREATED CHILDREN WHO STAYED IN 2316 01:23:23,440 --> 01:23:27,440 THE STUDY THAT LONG, SCORED MORE 2317 01:23:27,440 --> 01:23:28,440 THAN ONE ENVELOPE STANDARD 2318 01:23:28,440 --> 01:23:29,800 DEVIATIONS BELOW THE MEAN ON 2319 01:23:29,800 --> 01:23:32,600 EITHER ARTICULATION OR 2320 01:23:32,600 --> 01:23:33,480 EXPRESSIVE LANGUAGE TEST. 2321 01:23:33,480 --> 01:23:36,000 WHILE 3 OF THE 6 UNTREATED 2322 01:23:36,000 --> 01:23:36,880 CHILDREN DID. 2323 01:23:36,880 --> 01:23:39,280 SO ALONG WITH OUR PREVIOUS 2324 01:23:39,280 --> 01:23:40,400 FINDINGS OF AGE RELATED 2325 01:23:40,400 --> 01:23:42,480 DIFFERENCINGS IN RESPONSE TO 2326 01:23:42,480 --> 01:23:44,560 AAMT, I THINK THE STUDY REALLY 2327 01:23:44,560 --> 01:23:47,720 SUGGESTS THAT THE TIMING OF 2328 01:23:47,720 --> 01:23:48,800 TREATMENT AS WELL AS ITS CONTENT 2329 01:23:48,800 --> 01:23:51,560 MAY MATTER A LOT FOR EFFICACY. 2330 01:23:51,560 --> 01:23:53,000 OF COURSE IT'S ALSO POSSIBLE 2331 01:23:53,000 --> 01:23:55,520 THAT EMBEDDING CAS SPEECH 2332 01:23:55,520 --> 01:23:57,800 TREATMENT IN A MILIEU DESIGNED 2333 01:23:57,800 --> 01:24:00,120 TO MAKE IT MORE ENJOYABLE FOR 2334 01:24:00,120 --> 01:24:01,320 CHILDREN AND PROMOTE 2335 01:24:01,320 --> 01:24:02,720 GENERALIZATION RATHER THAN JUST 2336 01:24:02,720 --> 01:24:04,200 FOCUSING ON DRILLS, MAY ALSO 2337 01:24:04,200 --> 01:24:04,680 IMPROVE OUTCOMES. 2338 01:24:04,680 --> 01:24:06,840 AND THAT IS WHAT WE ARE LOOKING 2339 01:24:06,840 --> 01:24:09,240 AT IN OUR LAB. 2340 01:24:09,240 --> 01:24:10,640 SO I THINK THIS LEAVES US WITH 2341 01:24:10,640 --> 01:24:18,440 THE FOLLOWING SET OF QUESTIONS. 2342 01:24:18,440 --> 01:24:20,520 FIRST, HOW CAN WE IDENTIFY 2343 01:24:20,520 --> 01:24:21,640 AUTISTIC CHILDREN WHO ARE AT 2344 01:24:21,640 --> 01:24:23,120 RISK OF BEING MINIMALLY VERBAL 2345 01:24:23,120 --> 01:24:27,600 OR NON-SPEAKING EARLIER THAN WE 2346 01:24:27,600 --> 01:24:28,000 CURRENTLY DO? 2347 01:24:28,000 --> 01:24:30,640 COULD IT BE THAT IF EARLY 2348 01:24:30,640 --> 01:24:32,640 BABBLING INTERVENTION IS 2349 01:24:32,640 --> 01:24:35,040 EFFECTIVE FOR THESE CHILDREN? 2350 01:24:35,040 --> 01:24:36,440 RELATEDLY, WHAT IS THE OPTIMAL 2351 01:24:36,440 --> 01:24:38,800 TIMING AND DOSAGE AND TYPE OF 2352 01:24:38,800 --> 01:24:40,080 SPEECH TREATMENT FOR MINIMALLY 2353 01:24:40,080 --> 01:24:42,440 VERBAL AUTIST IRK CHILDREN? 2354 01:24:42,440 --> 01:24:45,280 AND THEN FINALLY, LAST BUT 2355 01:24:45,280 --> 01:24:48,080 DEFINITELY NOT LEAST, HOW CAN WE 2356 01:24:48,080 --> 01:24:48,760 SUPPORT EFFECTIVE COMMUNICATION 2357 01:24:48,760 --> 01:24:51,200 IN NON-SPEAKING AUTISTIC 2358 01:24:51,200 --> 01:24:51,760 CHILDREN AS WELL. 2359 01:24:51,760 --> 01:24:53,680 AND I HOPE THAT BY PUTTING THE 2360 01:24:53,680 --> 01:24:55,320 BEST MINDS ON THESE QUESTIONS 2361 01:24:55,320 --> 01:24:58,160 WITH THE IMPROVING AUDIENCE, AND 2362 01:24:58,160 --> 01:24:59,480 SUPPORTING FUTURE BEHAVIORAL AND 2363 01:24:59,480 --> 01:25:00,760 TREATMENT STUDIES THAT WE'LL BE 2364 01:25:00,760 --> 01:25:03,800 ABLE TO COME UP WITH SOME GOOD 2365 01:25:03,800 --> 01:25:04,000 ANSWERS. 2366 01:25:04,000 --> 01:25:07,800 THANK YOU. 2367 01:25:07,800 --> 01:25:08,680 >> THANK YOU, KAREN. 2368 01:25:08,680 --> 01:25:12,880 NEXT WE ARE MOVING RIGHT ALONG 2369 01:25:12,880 --> 01:25:13,760 TO CATHY. 2370 01:25:13,760 --> 01:25:16,080 DO YOU WANT TO TURN ON YOUR 2371 01:25:16,080 --> 01:25:16,480 CAMERA? 2372 01:25:16,480 --> 01:25:19,600 WE'LL HEAR ABOUT PEER-MEDIATED 2373 01:25:19,600 --> 01:25:21,200 INTERVENTIONS WITH CHILDREN WITH 2374 01:25:21,200 --> 01:25:24,000 AUTISM, NOVEL AAC APPROACH THAT 2375 01:25:24,000 --> 01:25:28,600 IS WORK IN NATURAL ENVIRONMENTS. 2376 01:25:28,600 --> 01:25:29,120 >> HI, EVERYBODY. 2377 01:25:29,120 --> 01:25:32,120 CAN YOU HEAR ME OKAY? 2378 01:25:32,120 --> 01:25:33,000 >> YES. 2379 01:25:33,000 --> 01:25:33,280 >> OKAY. 2380 01:25:33,280 --> 01:25:35,760 I AM GOING TO SHARE SOUND. 2381 01:25:35,760 --> 01:25:41,560 I DO HAVE A FEW VIDEOS THAT 2382 01:25:41,560 --> 01:25:45,680 HOPEFULLY -- WORK. 2383 01:25:45,680 --> 01:25:47,240 THANK YOU VERY MUCH FOR THIS 2384 01:25:47,240 --> 01:25:48,120 OPPORTUNITY TO BE HERE. 2385 01:25:48,120 --> 01:25:51,440 I'M ENJOYING THIS TIME AND IT'S 2386 01:25:51,440 --> 01:25:53,640 REALLY NICE TO LOOK AT THE BIG 2387 01:25:53,640 --> 01:25:57,040 PICTURE AND OUTSIDE OF MY LITTLE 2388 01:25:57,040 --> 01:25:58,920 OFFICE AND SCHOOL AND STAFF JUST 2389 01:25:58,920 --> 01:26:00,520 TO SEE WHAT IS GOING ON OUT 2390 01:26:00,520 --> 01:26:00,840 THERE. 2391 01:26:00,840 --> 01:26:02,640 SO THANK YOU AGAIN FOR THE 2392 01:26:02,640 --> 01:26:02,920 OPPORTUNITY. 2393 01:26:02,920 --> 01:26:05,080 THIS IS A TOPIC THAT IS VERY 2394 01:26:05,080 --> 01:26:06,200 DEAR TO ME. 2395 01:26:06,200 --> 01:26:07,840 IT'S ALL I HAVE BEEN DOING SINCE 2396 01:26:07,840 --> 01:26:08,960 I GRADUATE FRIDAY FLORIDA STATE 2397 01:26:08,960 --> 01:26:12,160 OVER 20 YEARS AGO. 2398 01:26:12,160 --> 01:26:13,400 AND WHAT I'M GOING TO TALK ABOUT 2399 01:26:13,400 --> 01:26:16,240 ARE APPROACH THAT IS WORK IN 2400 01:26:16,240 --> 01:26:17,360 NATURALISTIC ENVIRONMENTS WHERE 2401 01:26:17,360 --> 01:26:19,520 WE INCORPORATE AUGUST MENNATIVE 2402 01:26:19,520 --> 01:26:21,840 COMMUNICATION INTO PEER MEDIATED 2403 01:26:21,840 --> 01:26:22,200 INTERVENTIONS. 2404 01:26:22,200 --> 01:26:24,960 AND LEARNING FROM OUR PAST. 2405 01:26:24,960 --> 01:26:27,960 THIS WORK HAS ACTUALLY BEEN 2406 01:26:27,960 --> 01:26:30,520 GOING ON FOR OVER 50 YEARS NOW. 2407 01:26:30,520 --> 01:26:33,280 AND SAM ODOM AND HOWARD 2408 01:26:33,280 --> 01:26:34,840 GOLDSTEIN, WHO WAS MY MENTOR OR 2409 01:26:34,840 --> 01:26:36,720 STILL IS, BEGAN THIS IN THE MID 2410 01:26:36,720 --> 01:26:39,560 70s FOCUSING ON THE INITIATION 2411 01:26:39,560 --> 01:26:41,160 STRATEGIES, SPECIFICALLY, AND 2412 01:26:41,160 --> 01:26:43,160 HOW WE CAN PROMPT AND REINFORCE 2413 01:26:43,160 --> 01:26:44,680 CHILDREN TO INCREASE THEIR 2414 01:26:44,680 --> 01:26:46,760 INTERACTIONS IN THE PRESCHOOL 2415 01:26:46,760 --> 01:26:47,040 CLASSROOMS. 2416 01:26:47,040 --> 01:26:48,920 AND THEN IT MOVED TO THE 1980S 2417 01:26:48,920 --> 01:26:50,640 AND 1990S WHERE NOW THEY WERE 2418 01:26:50,640 --> 01:26:53,480 THINKING WE SHOULD REDUCE SOME 2419 01:26:53,480 --> 01:26:54,200 OF THESE PROMPTS BECAUSE THE 2420 01:26:54,200 --> 01:26:55,640 CHILDREN WERE NOT GENERALIZING 2421 01:26:55,640 --> 01:26:56,840 THE SKILLS. 2422 01:26:56,840 --> 01:26:59,400 AND THEN VISUAL AIDS STARTING 2423 01:26:59,400 --> 01:27:02,400 COMING INTO THE INTERVENTION 2424 01:27:02,400 --> 01:27:02,680 COMPONENTS. 2425 01:27:02,680 --> 01:27:05,480 AND THE FOCUS MORE ON 2426 01:27:05,480 --> 01:27:06,040 COMMUNICATIVE INTERACTION SO 2427 01:27:06,040 --> 01:27:07,320 THAT BACK-AND-FORTH. 2428 01:27:07,320 --> 01:27:08,320 AND ALSO WHAT WERE THE EFFECTS 2429 01:27:08,320 --> 01:27:09,680 ON THE PEERS? 2430 01:27:09,680 --> 01:27:11,760 SO FIRST IT WAS FOCUSED 2431 01:27:11,760 --> 01:27:13,360 PRIMARILY ON AUTISM AND THEN IT 2432 01:27:13,360 --> 01:27:16,480 MOVED TO HOW IT APPEARS IN THIS. 2433 01:27:16,480 --> 01:27:20,000 ARE THEY DEVELOPING SKILLS? 2434 01:27:20,000 --> 01:27:21,880 AND THEN NOW, AND WHERE I 2435 01:27:21,880 --> 01:27:24,480 STARTED IN THIS FIELD WAS EARLY 2436 01:27:24,480 --> 01:27:26,640 2000 FOCUSING MORE ON MINIMALLY 2437 01:27:26,640 --> 01:27:30,000 VERBAL AND NON-SPEAKING 2438 01:27:30,000 --> 01:27:30,680 INDIVIDUALS. 2439 01:27:30,680 --> 01:27:32,600 INTEGRATING LOW AND HIGH-TECH 2440 01:27:32,600 --> 01:27:33,200 AAC. 2441 01:27:33,200 --> 01:27:35,400 SO WHEN I FIRST STARTED WE 2442 01:27:35,400 --> 01:27:37,480 WERE -- THE iPAD WAS NOT A 2443 01:27:37,480 --> 01:27:38,080 THING. 2444 01:27:38,080 --> 01:27:39,720 COMMUNICATION WAS BEGINNING TO 2445 01:27:39,720 --> 01:27:41,120 BECOME MORE POPULAR BUT REALLY 2446 01:27:41,120 --> 01:27:46,200 WE WERE USING WRITTEN TEXT CUES. 2447 01:27:46,200 --> 01:27:46,800 ANYTHING VISUAL THAT YOU WOULD 2448 01:27:46,800 --> 01:27:48,560 WRITE DOWN ON TOPIC CARDS OR USE 2449 01:27:48,560 --> 01:27:48,880 PLACE MATS. 2450 01:27:48,880 --> 01:27:52,200 THERE WAS A NUMBER OF DIFFERENT 2451 01:27:52,200 --> 01:27:52,800 VISUAL QUEUES. 2452 01:27:52,800 --> 01:27:57,000 BUT AS RECENTLY AS 2021, DONAHUE 2453 01:27:57,000 --> 01:28:01,320 DID A REVIEW OF ALL OF THE AAC 2454 01:28:01,320 --> 01:28:04,000 INTERVENTIONS AND THERE WERE A 2455 01:28:04,000 --> 01:28:07,000 TOTAL OF LIKE 25 STUDIES. 2456 01:28:07,000 --> 01:28:07,640 54 INDIVIDUALS. 2457 01:28:07,640 --> 01:28:10,400 SO WE STILL HAVE A LONG WAY TO 2458 01:28:10,400 --> 01:28:10,560 GO. 2459 01:28:10,560 --> 01:28:12,720 12 OF THOSE WERE IN PRESCHOOL, 2460 01:28:12,720 --> 01:28:14,120 10 IN ELEMENTARY SCHOOL AND 2461 01:28:14,120 --> 01:28:14,920 THREE WERE IN HIGH SCHOOL. 2462 01:28:14,920 --> 01:28:16,320 AND THAT'S THE MOST RECENT 2463 01:28:16,320 --> 01:28:18,720 REVIEW I CAN FIND THAT 2464 01:28:18,720 --> 01:28:20,400 SUMMARIZED PEER MEDIATED 2465 01:28:20,400 --> 01:28:21,000 INTERVENTIONS FOR INDIVIDUALS 2466 01:28:21,000 --> 01:28:23,000 THAT MAY BE REQUIRING AAC. 2467 01:28:23,000 --> 01:28:25,200 SO WE MADE SOME PROGRESS BUT 2468 01:28:25,200 --> 01:28:28,200 THERE IS MORE PROGRESS TO BE 2469 01:28:28,200 --> 01:28:28,440 MADE. 2470 01:28:28,440 --> 01:28:31,120 AND I THINK THE PRIMARY PURPOSE 2471 01:28:31,120 --> 01:28:33,120 OR WHY I AM REALLY INTERESTED IN 2472 01:28:33,120 --> 01:28:35,720 THIS IS I FEEL LIKE WHEN YOU 2473 01:28:35,720 --> 01:28:37,040 OBSERVE THE CHILDREN AT 2474 01:28:37,040 --> 01:28:39,120 BASELINE, WE HAVE FEEDBACK FROM 2475 01:28:39,120 --> 01:28:40,520 TEACHERS SAYING, THEY ARE NOT 2476 01:28:40,520 --> 01:28:41,840 CAPABLE OF THAT AND THERE IS 2477 01:28:41,840 --> 01:28:43,520 OTHER PRECURSOR SKILLS THEY 2478 01:28:43,520 --> 01:28:44,920 MIGHT NEED BEFORE WE START 2479 01:28:44,920 --> 01:28:46,880 WORKING ON PLAYING ON THE 2480 01:28:46,880 --> 01:28:48,080 PLAYGROUND OR OTHER SKILLS. 2481 01:28:48,080 --> 01:28:52,640 AND IN MY EXPERIENCE, BASELINE 2482 01:28:52,640 --> 01:28:54,240 IS OFTEN IS LIMITED OR NOT A LOT 2483 01:28:54,240 --> 01:28:54,960 GOING ON. 2484 01:28:54,960 --> 01:28:57,640 AND SO THAT'S WHERE WE ARE 2485 01:28:57,640 --> 01:28:59,440 STARTING WITH, I WORKED IN 2486 01:28:59,440 --> 01:29:01,000 ELEMENTARY SCHOOL, MIDDLE 2487 01:29:01,000 --> 01:29:01,360 SCHOOL. 2488 01:29:01,360 --> 01:29:02,800 THERE IS NOT A LOT HAPPENING IN 2489 01:29:02,800 --> 01:29:04,040 TERMS OF COMMUNICATION. 2490 01:29:04,040 --> 01:29:06,040 SO, HOW DO WE HELP THAT? 2491 01:29:06,040 --> 01:29:08,240 AND HOW DO WE GET TO THE POINTED 2492 01:29:08,240 --> 01:29:10,560 WHERE THESE APPROACHES ARE BEING 2493 01:29:10,560 --> 01:29:13,360 IMPLEMENTED IN THE CLASSROOMS IN 2494 01:29:13,360 --> 01:29:16,280 THE NATURALISTIC SAYINGS? 2495 01:29:16,280 --> 01:29:17,360 THAT'S THE GOAL OF THE RESEARCH 2496 01:29:17,360 --> 01:29:18,480 WE DO. 2497 01:29:18,480 --> 01:29:20,120 AND IN ONE PROJECT WHERE IT WAS 2498 01:29:20,120 --> 01:29:21,360 ONE OF THE FIRST ONES WE IF 2499 01:29:21,360 --> 01:29:23,360 SCALE IT UP, THERE WAS SOME 2500 01:29:23,360 --> 01:29:24,440 MINIMALLY VERBAL CHILDREN IN 2501 01:29:24,440 --> 01:29:26,760 THIS GROUP BUT WE HAD 56 2502 01:29:26,760 --> 01:29:28,680 CHILDREN IN THE INTERVENTION 2503 01:29:28,680 --> 01:29:30,600 NETWORK AND THEN 36 IN THE 2504 01:29:30,600 --> 01:29:32,560 BUSINESS COMPARISON GROUP. 2505 01:29:32,560 --> 01:29:38,160 AND THIS WAS WITH EILEEN AT U 2506 01:29:38,160 --> 01:29:38,560 DUB AND OTHERS. 2507 01:29:38,560 --> 01:29:40,280 AND WE WERE ABLE TO INCREASE THE 2508 01:29:40,280 --> 01:29:41,840 SOCIAL INITIATIONS IN A 2509 01:29:41,840 --> 01:29:43,880 STRUCTURE DIE ADD OR TRIAD AND 2510 01:29:43,880 --> 01:29:46,080 ALSO IN NATURALISTIC SETTINGS. 2511 01:29:46,080 --> 01:29:48,160 WE FOUND INCREASES IN LANGUAGE 2512 01:29:48,160 --> 01:29:50,880 AND ADAPTIVE SKILLS AND HAD A 2513 01:29:50,880 --> 01:29:52,480 TEACHER OF SOCIAL IMPRESSION 2514 01:29:52,480 --> 01:29:52,960 SKILLS. 2515 01:29:52,960 --> 01:29:55,760 BUT WHAT WE FOUND WAS THAT THE 2516 01:29:55,760 --> 01:29:56,680 NOTABLE OUTCOMES WAS FROM THE 2517 01:29:56,680 --> 01:29:58,160 MIDDLE OF KINDERGARTEN TO THE 2518 01:29:58,160 --> 01:29:59,280 END OF FIRST GRADE. 2519 01:29:59,280 --> 01:30:00,560 SO THERE WASN'T AS SIGNIFICANT 2520 01:30:00,560 --> 01:30:02,080 CHANGES IN THAT FIRST SEMESTER 2521 01:30:02,080 --> 01:30:04,800 BUT IF YOU LOOKED AT THEIR 2522 01:30:04,800 --> 01:30:06,080 CHANGES ACROSS FIRST GRADE, THEY 2523 01:30:06,080 --> 01:30:08,600 WERE MUCH MORE NOTABLE. 2524 01:30:08,600 --> 01:30:10,680 AND SO THE TIME IS SO IMPORTANT 2525 01:30:10,680 --> 01:30:11,880 WITH THAT AGE GROUP. 2526 01:30:11,880 --> 01:30:13,800 AND WE OFTEN DON'T SEE CHANGES 2527 01:30:13,800 --> 01:30:15,480 IN THAT FIRST 6 MONTH OR YEAR 2528 01:30:15,480 --> 01:30:17,360 BUT OUR INTERVENTIONS AND 2529 01:30:17,360 --> 01:30:18,680 STUDIES ARE GENERALLY ONE SCHOOL 2530 01:30:18,680 --> 01:30:19,680 YEAR LONG. 2531 01:30:19,680 --> 01:30:21,840 SO, I THINK MOVING FORWARD IN UT 2532 01:30:21,840 --> 01:30:22,680 TOOURE RESEARCH, I KNOW IT'S 2533 01:30:22,680 --> 01:30:23,960 VERY EXPENSIVE TO DO THIS TYPE 2534 01:30:23,960 --> 01:30:26,320 OF RESEARCH, BUT WE SAW THE MOST 2535 01:30:26,320 --> 01:30:28,520 GAINS IN THIS AGE GROUP IN THE 2536 01:30:28,520 --> 01:30:29,120 SECOND YEAR. 2537 01:30:29,120 --> 01:30:31,600 THE PRIMARY TREATMENT COMPONENTS 2538 01:30:31,600 --> 01:30:32,560 SETTING UP THE ENVIRONMENT. 2539 01:30:32,560 --> 01:30:34,000 SO LOOKING AT CHILD PREFERENCES. 2540 01:30:34,000 --> 01:30:35,800 WE HAVE TO GET THEIR ATTENTION 2541 01:30:35,800 --> 01:30:37,960 AND ENGAGED AND MOTIVATED TO 2542 01:30:37,960 --> 01:30:39,400 WANT TO BE AT THE TABLE WITH 2543 01:30:39,400 --> 01:30:40,800 THEIR PEERS. 2544 01:30:40,800 --> 01:30:44,640 WE PROVIDE A LOT FUN 50s 2545 01:30:44,640 --> 01:30:46,760 GAMES, COMMUNICATION 2546 01:30:46,760 --> 01:30:47,080 OPPORTUNITIES. 2547 01:30:47,080 --> 01:30:48,840 BACK IN THIS PROJECT WE DID 2548 01:30:48,840 --> 01:30:50,440 WRITTEN TEXT AND GRAPHIC CUES 2549 01:30:50,440 --> 01:30:53,120 BUT NOW I'M SURE WE 2550 01:30:53,120 --> 01:30:53,720 INTEGRATEITOSE INTO AUGUST 2551 01:30:53,720 --> 01:30:55,440 MENNATIVE SYSTEMS BECAUSE THEY 2552 01:30:55,440 --> 01:30:57,120 ARE SO MUCH MORE POPULAR AND 2553 01:30:57,120 --> 01:30:58,720 AVAILABLE TO STUDENTS. 2554 01:30:58,720 --> 01:31:00,440 THESE ARE THE SKILLS THAT WE 2555 01:31:00,440 --> 01:31:00,920 TAUGHT THEM. 2556 01:31:00,920 --> 01:31:02,960 SO WE HAVE A LOT OF VISUAL 2557 01:31:02,960 --> 01:31:04,360 QUEUES THAT GO ALONG WITH THESE 2558 01:31:04,360 --> 01:31:06,560 BUT BASICALLY TEACHING THE PEERS 2559 01:31:06,560 --> 01:31:08,760 HOW TO MODEL AND USE THESE 2560 01:31:08,760 --> 01:31:10,960 SKILLS AND WE ARE ALSO TEACHING 2561 01:31:10,960 --> 01:31:14,720 THE CHILDREN WITH AUTISM HOW TO 2562 01:31:14,720 --> 01:31:15,120 USE THESE SKILLS. 2563 01:31:15,120 --> 01:31:16,320 THE NEXT PROJECT THAT WE ARE 2564 01:31:16,320 --> 01:31:18,440 INVOLVED IN THAT WAS A 2565 01:31:18,440 --> 01:31:20,840 RANDOMIZED CONTROL TRIAL, AN RO1 2566 01:31:20,840 --> 01:31:22,480 FUNDED THROUGH NIDCD. 2567 01:31:22,480 --> 01:31:23,360 WITH THIS ONE IT WAS ALL 2568 01:31:23,360 --> 01:31:24,720 CHILDREN WHO ARE MINIMALLY 2569 01:31:24,720 --> 01:31:26,280 VERBAL OR NOT SPEAKING YET AND 2570 01:31:26,280 --> 01:31:30,240 WE WERE ABLE TO PROVIDE A PEER 2571 01:31:30,240 --> 01:31:31,720 MEDIATED INTERVENTION THAT 2572 01:31:31,720 --> 01:31:32,640 INCLUDED AN iPAD. 2573 01:31:32,640 --> 01:31:34,280 IF THE CHILD WAS ALREADY USING A 2574 01:31:34,280 --> 01:31:36,320 SYSTEM ON THE iPAD, WE WOULD 2575 01:31:36,320 --> 01:31:38,160 USE THAT BUT WE LANDED ON TOUCH 2576 01:31:38,160 --> 01:31:39,480 CHAT AND JUST FELT THAT WAS THE 2577 01:31:39,480 --> 01:31:40,840 MOST FEASIBLE FOR TEACHERS TO 2578 01:31:40,840 --> 01:31:42,240 LEARN TO USE. 2579 01:31:42,240 --> 01:31:44,440 AND WE HAD REALLY GOOD FEED BACK 2580 01:31:44,440 --> 01:31:45,160 ON IT. 2581 01:31:45,160 --> 01:31:47,400 BUT WHAT WE FOUND WAS WITH THIS 2582 01:31:47,400 --> 01:31:48,600 GROUP IS THAT CHILDREN'S 2583 01:31:48,600 --> 01:31:49,200 RECEPTIVE LANGUAGE AT THE START 2584 01:31:49,200 --> 01:31:52,640 OF THE PROJECT PREDICTED THEIR 2585 01:31:52,640 --> 01:31:53,240 GAINS OVER THE COURSE OF THE 2586 01:31:53,240 --> 01:31:53,600 INTERVENTION. 2587 01:31:53,600 --> 01:31:55,760 BUT THERE WAS REALLY MARKED 2588 01:31:55,760 --> 01:31:57,440 VARIABILITY IN THEIR 2589 01:31:57,440 --> 01:31:57,720 PERFORMANCE. 2590 01:31:57,720 --> 01:31:59,080 AND HERE IS AN EXAMPLE OF WHAT 2591 01:31:59,080 --> 01:31:59,640 THAT LOOKS LIKE. 2592 01:31:59,640 --> 01:32:01,120 AND SO YOU CAN SEE IN BASELINE 2593 01:32:01,120 --> 01:32:02,320 THERE IS VERY LIMITED 2594 01:32:02,320 --> 01:32:03,480 COMMUNICATION GOING ON AND AFTER 2595 01:32:03,480 --> 01:32:05,720 ABOUT EIGHT HOURS OF 2596 01:32:05,720 --> 01:32:07,880 INTERVENTION, AND TREATMENT, WE 2597 01:32:07,880 --> 01:32:09,120 INCREASED THOSE COMMUNICATION 2598 01:32:09,120 --> 01:32:09,320 HOURS. 2599 01:32:09,320 --> 01:32:11,400 THIS IS JUST BETWEEN THE 2600 01:32:11,400 --> 01:32:12,160 CHILDREN DID THE PIERCE BUT YOU 2601 01:32:12,160 --> 01:32:14,960 CAN SEE THERE IS A WIDE RANGE. 2602 01:32:14,960 --> 01:32:16,840 WHICH BRINGS ME TO OUR CURRENT 2603 01:32:16,840 --> 01:32:17,440 PROJECT RIGHT NOW. 2604 01:32:17,440 --> 01:32:19,240 WE ARE CURIOUS, WHAT TYPES OF 2605 01:32:19,240 --> 01:32:20,600 CHILD BEHAVIORS OR CHILD 2606 01:32:20,600 --> 01:32:21,200 CHARACTERISTICS WILL PREDICT 2607 01:32:21,200 --> 01:32:24,960 THEIR RESPONSE TO A 2608 01:32:24,960 --> 01:32:25,520 PEER-MEDIATED INTERVENTION? 2609 01:32:25,520 --> 01:32:28,400 WITH THAT INFORMATION PERHAPS WE 2610 01:32:28,400 --> 01:32:29,760 COULD MODIFIER ADAPT OR ADD 2611 01:32:29,760 --> 01:32:31,120 COMPONENTS TO AN INTERVENTION 2612 01:32:31,120 --> 01:32:32,160 FOR SPECIFIC CHILDREN BASED ON 2613 01:32:32,160 --> 01:32:33,680 THOSE CHARACTERISTICS. 2614 01:32:33,680 --> 01:32:35,480 AND SO, THE MAIN TREATMENT 2615 01:32:35,480 --> 01:32:36,960 COMPONENTS WE ARE LOOKING AT 2616 01:32:36,960 --> 01:32:39,760 HERE SETTING UP THE ENVIRONMENT, 2617 01:32:39,760 --> 01:32:41,960 LOOKING AT CHILD PREFERENCES, 2618 01:32:41,960 --> 01:32:42,360 LOCATION. 2619 01:32:42,360 --> 01:32:44,160 SOMETIMES WE WORK IN QUIET ROOMS 2620 01:32:44,160 --> 01:32:45,560 WHERE THEY CAN FOCUS. 2621 01:32:45,560 --> 01:32:47,960 SOMETIMES IT'S IN THE CLASSROOM. 2622 01:32:47,960 --> 01:32:49,960 IT DEPENDS ON THE CHILD IN THE 2623 01:32:49,960 --> 01:32:50,520 CLASSROOM. 2624 01:32:50,520 --> 01:32:52,400 AGAIN WE ARE PROVIDING A NUMBER 2625 01:32:52,400 --> 01:32:53,280 OF COMMUNICATION OPPORTUNITIES 2626 01:32:53,280 --> 01:32:54,360 IN A SHORT AMOUNT OF TIME. 2627 01:32:54,360 --> 01:32:56,480 WE ARE TRA INNING UP TO TWO 2628 01:32:56,480 --> 01:32:56,680 PEERS. 2629 01:32:56,680 --> 01:32:59,400 WE TEACH THEM HOW TO USING THE 2630 01:32:59,400 --> 01:33:01,200 iPAD SO IN SOME AREAS IT'S 2631 01:33:01,200 --> 01:33:04,680 CALLED AUGMENTED INPUT. 2632 01:33:04,680 --> 01:33:05,600 OTHER TYPES WE ARE TEACHING THEM 2633 01:33:05,600 --> 01:33:07,280 HOW TO USE THE SPEECH DEVICE SO 2634 01:33:07,280 --> 01:33:10,200 THEY CAN MODEL FOR THE CHILDREN. 2635 01:33:10,200 --> 01:33:12,160 iPAD ARE VERY COMMON NOW. 2636 01:33:12,160 --> 01:33:15,880 WE HAVE USE PECS AND WE 2637 01:33:15,880 --> 01:33:18,360 PUBLISHED A STUDY. 2638 01:33:18,360 --> 01:33:20,160 ONCE WE FOUND THE COMMUNICATION 2639 01:33:20,160 --> 01:33:23,360 OPPORTUNITY STARTED IT ENDED 2640 01:33:23,360 --> 01:33:23,880 FASTER. 2641 01:33:23,880 --> 01:33:25,400 SO WITH iPAD WE HAVE BEEN ABLE 2642 01:33:25,400 --> 01:33:27,480 TO GET MORE RECIPROCITY GOING 2643 01:33:27,480 --> 01:33:27,840 BACK-AND-FORTH. 2644 01:33:27,840 --> 01:33:30,080 AND WE ARE LOOKING AT THEIR 2645 01:33:30,080 --> 01:33:32,280 BEHAVIORS AND SNACKS, SMALL 2646 01:33:32,280 --> 01:33:35,080 GROUPS, CENTERS AND PRE-PLAY. 2647 01:33:35,080 --> 01:33:37,080 SO I'M CURIOUS, THIS IS ONE OF 2648 01:33:37,080 --> 01:33:39,400 THE QUESTIONS, DOES THE 2649 01:33:39,400 --> 01:33:40,200 ASSESSMENT CONTEXT MAKE A 2650 01:33:40,200 --> 01:33:40,480 DIFFERENCE? 2651 01:33:40,480 --> 01:33:42,080 I DO BELIEVE IT DOES BUT THIS IS 2652 01:33:42,080 --> 01:33:43,880 PART OF OUR QUESTION IN THIS 2653 01:33:43,880 --> 01:33:44,080 R21. 2654 01:33:44,080 --> 01:33:45,920 WE ARE LOOKING AT STRUCTURED 2655 01:33:45,920 --> 01:33:47,840 PLAY, NATURALISTIC OBSERVATIONS 2656 01:33:47,840 --> 01:33:51,520 AND THEN ALSO USING EYE TRACKING 2657 01:33:51,520 --> 01:33:52,960 MEASURES. 2658 01:33:52,960 --> 01:33:53,800 SO FRED AND JAMES ARE 2659 01:33:53,800 --> 01:33:55,800 CONSULTANTS ON THIS PROJECT. 2660 01:33:55,800 --> 01:33:56,960 AND I WOULD JUST WANT TO SHOW 2661 01:33:56,960 --> 01:33:58,720 YOU A VIDEO OF WHAT BASELINE 2662 01:33:58,720 --> 01:34:01,000 LOOKS LIKE IN PRE-PLAY WHICH LET 2663 01:34:01,000 --> 01:34:08,320 ME KNOW IF YOU CAN NOT -- 2664 01:34:08,320 --> 01:34:11,040 >> WHAT IS THIS? 2665 01:34:11,040 --> 01:34:20,720 >> CAN YOU TURN IT ON? 2666 01:34:20,720 --> 01:34:21,000 >> YES. 2667 01:34:21,000 --> 01:34:27,840 [ TOY MAKING NOISE ] 2668 01:34:27,840 --> 01:34:29,360 >> SO, THE LITTLE GIRL WITH 2669 01:34:29,360 --> 01:34:30,040 AUTISM IS THE ONE ON THE LEFT 2670 01:34:30,040 --> 01:34:32,360 AND SO YOU CAN SEE SHE IS 2671 01:34:32,360 --> 01:34:32,600 ENGAGED. 2672 01:34:32,600 --> 01:34:34,360 AND THESE ARE THINGS WE ISSUE 2673 01:34:34,360 --> 01:34:34,600 MEASURING. 2674 01:34:34,600 --> 01:34:36,400 ARE THEY WATCHING WHAT THE PEERS 2675 01:34:36,400 --> 01:34:36,680 ARE DOING? 2676 01:34:36,680 --> 01:34:38,440 ARE THEY LOOKING AT THE MUTUAL 2677 01:34:38,440 --> 01:34:38,640 TOY? 2678 01:34:38,640 --> 01:34:40,200 SO WE ARE LOOKING AT EARLY 2679 01:34:40,200 --> 01:34:41,960 SOCIAL BEHAVIORSES WITH THIS 2680 01:34:41,960 --> 01:34:42,160 GROUP. 2681 01:34:42,160 --> 01:34:44,160 BUT THIS GENERALLY IS WHAT 2682 01:34:44,160 --> 01:34:44,880 BASELINE LOOKS LIKE. 2683 01:34:44,880 --> 01:34:45,960 NOT A LOT GOING ON. 2684 01:34:45,960 --> 01:34:46,760 SHE IS INTERESTED. 2685 01:34:46,760 --> 01:34:48,680 SOME KIDS ARE LIKE JACKSON 2686 01:34:48,680 --> 01:34:48,880 LEAVING. 2687 01:34:48,880 --> 01:34:51,360 HE IS A PEER. 2688 01:34:51,360 --> 01:34:55,760 BUT WE ARE WANTING TO LOOK AT 2689 01:34:55,760 --> 01:34:58,760 PRE-PLAY, AND LOOK AT SNACK. 2690 01:34:58,760 --> 01:35:00,360 AND SO, PART OF THIS IS 2691 01:35:00,360 --> 01:35:01,680 MEASURING THEIR EARLY SOCIAL 2692 01:35:01,680 --> 01:35:02,680 BEHAVIORS AND ALSO WANTING TO 2693 01:35:02,680 --> 01:35:05,880 SEE IF THERE IS THINGS WE CAN 2694 01:35:05,880 --> 01:35:08,400 MODIFY AND MAYBE HELP WITH THE 2695 01:35:08,400 --> 01:35:09,280 TEACHERS. 2696 01:35:09,280 --> 01:35:11,640 AND I'M ABOUT SEVEN CEMENTS. 2697 01:35:11,640 --> 01:35:16,080 THIS IS BASELINE AT PRE-PLAY OR 2698 01:35:16,080 --> 01:35:25,200 MORE OF A STRUCTURED SETTING. 2699 01:35:25,200 --> 01:35:35,360 [ VIDEO ] 2700 01:35:37,200 --> 01:35:37,720 >> MORE OF THE SAME. 2701 01:35:37,720 --> 01:35:40,880 YOU CAN SEE HE IS INTERESTED. 2702 01:35:40,880 --> 01:35:43,800 THE GUY ON THE RIGHT IS NON 2703 01:35:43,800 --> 01:35:44,040 VERBAL. 2704 01:35:44,040 --> 01:35:46,600 HE HAS WORD BASE AT 60 ON HIS 2705 01:35:46,600 --> 01:35:46,960 iPAD. 2706 01:35:46,960 --> 01:35:49,640 HE CAN MANIPULATE THROUGH 2707 01:35:49,640 --> 01:35:50,760 MULTIPLE SCREENS BUT DOESN'T 2708 01:35:50,760 --> 01:35:52,080 INTERACT WITH PEERS. 2709 01:35:52,080 --> 01:35:53,640 WITH ADULTS HE WILL AT HOME HE 2710 01:35:53,640 --> 01:35:55,200 WILL BUT NOT WITH PEERS. 2711 01:35:55,200 --> 01:35:57,120 THE STAY PLAY TALK WITH iPAD. 2712 01:35:57,120 --> 01:35:59,200 WE PROVIDE TWO 30 MINUTE PEER 2713 01:35:59,200 --> 01:36:01,720 TRAINING SESSIONS AND THEN IN 2714 01:36:01,720 --> 01:36:03,200 THIS PROJECT PROVIDING 1630 2715 01:36:03,200 --> 01:36:05,360 MINUTE TREATMENT SESSIONS WHERE 2716 01:36:05,360 --> 01:36:07,560 THEY GET-TOGETHER AND WE GUIDE 2717 01:36:07,560 --> 01:36:08,520 THEIR INTERACTIONS. 2718 01:36:08,520 --> 01:36:10,800 WE TEACH THE PEERS HOW TO PROMPT 2719 01:36:10,800 --> 01:36:13,760 OR HOW-TO GUIDE THE INTERACTION. 2720 01:36:13,760 --> 01:36:14,720 SO WE SILT BACK AND WANT TO 2721 01:36:14,720 --> 01:36:15,000 WATCH. 2722 01:36:15,000 --> 01:36:16,200 WE DON'T WANT TO BE INVOLVED. 2723 01:36:16,200 --> 01:36:17,600 WE WANT THE APPEAR TO BE ABLE TO 2724 01:36:17,600 --> 01:36:18,040 DO THAT. 2725 01:36:18,040 --> 01:36:20,240 AND SO THESE ARE THE BASIC STAY 2726 01:36:20,240 --> 01:36:22,120 PLAY TALK BUDDY STEPS. 2727 01:36:22,120 --> 01:36:24,120 AND THE TWO SKILLS I THINK ARE 2728 01:36:24,120 --> 01:36:25,240 REALLY IMPORTANT THAT WE TEACH 2729 01:36:25,240 --> 01:36:27,920 THE PEERS ARE HOW TO HOLD AND 2730 01:36:27,920 --> 01:36:28,120 WAIT. 2731 01:36:28,120 --> 01:36:29,840 SO SIMILAR HOW A ADULT MIGHT GET 2732 01:36:29,840 --> 01:36:31,920 A CHILD'S ATTENTION WE TEACH THE 2733 01:36:31,920 --> 01:36:33,240 PEER TO DO THAT. 2734 01:36:33,240 --> 01:36:34,840 THEY HOLD UP OBJECTS AND THEN 2735 01:36:34,840 --> 01:36:35,520 JUST WAIT. 2736 01:36:35,520 --> 01:36:37,200 AND THEN WE TEACH THEM, GIVE THE 2737 01:36:37,200 --> 01:36:38,040 TOY REALLY FAST. 2738 01:36:38,040 --> 01:36:40,040 AND THEN WE GET THEM TO GET 2739 01:36:40,040 --> 01:36:40,800 THEIR ATTENTION. 2740 01:36:40,800 --> 01:36:42,160 SAY THEIR NAME, TAP THEM ON THE 2741 01:36:42,160 --> 01:36:43,760 SHOULDER AND DO IT AGAIN. 2742 01:36:43,760 --> 01:36:45,840 AND THEN IF THEY ARE NOT 2743 01:36:45,840 --> 01:36:47,120 SUCCESSFUL, WE JUMP IN RIGHT 2744 01:36:47,120 --> 01:36:47,400 AWAY. 2745 01:36:47,400 --> 01:36:48,560 SO EVERY OPPORTUNITY THEY HAVE 2746 01:36:48,560 --> 01:36:50,200 IN A 10-MINUTE SESSION, 2747 01:36:50,200 --> 01:36:51,520 HOPEFULLY THEY HAVE ONE EVERY 2748 01:36:51,520 --> 01:36:51,760 MINUTE. 2749 01:36:51,760 --> 01:36:53,640 WE WANT THEM TO HAVE SUCCESS SO 2750 01:36:53,640 --> 01:36:56,240 THAT WE JUMP IN AS SOON AS IT'S 2751 01:36:56,240 --> 01:36:57,240 NOT SUCCESSFUL. 2752 01:36:57,240 --> 01:36:58,720 AND THEN WE TEACH THEM HOW TO 2753 01:36:58,720 --> 01:37:00,920 SHOW THE CHILD WHAT BUTTON TO 2754 01:37:00,920 --> 01:37:02,560 PUSH ON THE iPAD. 2755 01:37:02,560 --> 01:37:05,640 HERE IS AN EXAMPLE OF THE WORD 2756 01:37:05,640 --> 01:37:08,960 POWER 20 TOUCH CHAT WE ARE USING 2757 01:37:08,960 --> 01:37:09,720 USING. 2758 01:37:09,720 --> 01:37:11,160 THIS IS WORD POWER IN TOUCH 2759 01:37:11,160 --> 01:37:11,560 CHAT. 2760 01:37:11,560 --> 01:37:13,560 SO ON THE FIRST SCREEN IT'S I 2761 01:37:13,560 --> 01:37:13,760 WANT. 2762 01:37:13,760 --> 01:37:15,840 THE SECOND IS TO PLAY. 2763 01:37:15,840 --> 01:37:17,240 THIS HAS THE CATEGORY OF TOYS 2764 01:37:17,240 --> 01:37:19,080 AND THEN THE BOTTOM RIGHT, THAT 2765 01:37:19,080 --> 01:37:20,840 IS WHAT THE CHILD IS USING TO 2766 01:37:20,840 --> 01:37:21,160 COMMUNICATE. 2767 01:37:21,160 --> 01:37:23,760 THE TEMPLATE IS THE SAME IN WORD 2768 01:37:23,760 --> 01:37:26,160 BASIC SO THEY CAN USE AND START 2769 01:37:26,160 --> 01:37:27,360 TO LEARN TO USE THOSE. 2770 01:37:27,360 --> 01:37:28,640 SOME CHILDREN ACTUALLY MOVE TO 2771 01:37:28,640 --> 01:37:31,280 THE POINT WHERE THEY CAN USE 2772 01:37:31,280 --> 01:37:33,880 WORD BASIC 60. 2773 01:37:33,880 --> 01:37:35,640 SO WE SEEN CHANGES IN THE 2774 01:37:35,640 --> 01:37:38,760 CHILDREN'S ABILITY TO USE TOUCH 2775 01:37:38,760 --> 01:37:38,960 CHAT. 2776 01:37:38,960 --> 01:37:41,480 I WANTED TO SHOW YOU ONE QUICK 2777 01:37:41,480 --> 01:37:41,680 VIDEO. 2778 01:37:41,680 --> 01:37:43,880 THIS IS LOOKING AT NOT JUST THE 2779 01:37:43,880 --> 01:37:45,080 QUANTITY OR THE CHANGE BUT ALSO 2780 01:37:45,080 --> 01:37:46,840 THE QUALITY OF CHANGELESS. 2781 01:37:46,840 --> 01:37:49,080 THIS WAS A RECENT LITTLE GUY 2782 01:37:49,080 --> 01:37:51,040 PLAYING A GAME WITH HIS PEER 2783 01:37:51,040 --> 01:37:52,760 THAT FOCUS CHILD IS IN THE 2784 01:37:52,760 --> 01:37:54,000 MIDDLE. 2785 01:37:54,000 --> 01:38:00,600 >> DO YOU WANT TO TELL THEM -- 2786 01:38:00,600 --> 01:38:03,600 >> HE IS TRYING TO SAY, 2787 01:38:03,600 --> 01:38:10,800 HIGH-FIVE. 2788 01:38:10,800 --> 01:38:14,320 >> HIGH-FIVE. 2789 01:38:14,320 --> 01:38:17,320 >> UP HIGH. 2790 01:38:17,320 --> 01:38:20,200 HIGH-FIVE ME. 2791 01:38:20,200 --> 01:38:22,800 DOWN LOW. 2792 01:38:22,800 --> 01:38:27,400 IN THE MIDDLE. 2793 01:38:27,400 --> 01:38:30,160 GET THE PICKLE. 2794 01:38:30,160 --> 01:38:32,520 TRICKLE TRICKLE TRICKLE. 2795 01:38:32,520 --> 01:38:34,120 >> I JUST LOVES THAT VIDEO. 2796 01:38:34,120 --> 01:38:35,080 BECAUSE WHAT HAPPENS IN BASELINE 2797 01:38:35,080 --> 01:38:36,160 THERE WAS NO INTERACTIONS 2798 01:38:36,160 --> 01:38:39,040 BETWEEN THE CHILDREN AND WE 2799 01:38:39,040 --> 01:38:40,800 ALWAYS KEEP A SOCIAL PRAISE IN 2800 01:38:40,800 --> 01:38:42,600 SOMETHING THAT CAN GET THEM 2801 01:38:42,600 --> 01:38:44,520 INTERACTING AND THAT PEER CAME 2802 01:38:44,520 --> 01:38:45,520 UP ON THEIR OWN. 2803 01:38:45,520 --> 01:38:47,240 THAT WAS NOT ON THE iPAD. 2804 01:38:47,240 --> 01:38:49,920 BUILDING ON THE PMIs FOR THE 2805 01:38:49,920 --> 01:38:53,680 FUTURE WE HAVE TO LOOK AT 2806 01:38:53,680 --> 01:38:55,360 DIFFERENT MODALITIES, FUNCTIONS 2807 01:38:55,360 --> 01:38:57,440 AND THE RECIPROCAL INTERACTIONS. 2808 01:38:57,440 --> 01:38:58,960 WE MADE GREAT PROGRESS IN HOW TO 2809 01:38:58,960 --> 01:39:00,200 GET KIDS GOING BACK-AND-FORTH. 2810 01:39:00,200 --> 01:39:02,360 WE ARE LOOKING AT GESTURES, 2811 01:39:02,360 --> 01:39:04,040 WORDS AND THEN COMBINATION 2812 01:39:04,040 --> 01:39:04,360 THEREOF. 2813 01:39:04,360 --> 01:39:06,720 THERE IS MANY MODE CALLS A CHILD 2814 01:39:06,720 --> 01:39:08,040 CAN USE TO COMMUNICATE. 2815 01:39:08,040 --> 01:39:09,920 AND THEN THE TREATMENT RESPONSE 2816 01:39:09,920 --> 01:39:11,880 LOOKING AT INDIVIDUAL LEVEL 2817 01:39:11,880 --> 01:39:12,680 CHARACTERISTICS AND PEER 2818 01:39:12,680 --> 01:39:14,280 CHARACTERISTICS AND THEN HOW DO 2819 01:39:14,280 --> 01:39:16,320 WE TAILOR PEER MEDIATED 2820 01:39:16,320 --> 01:39:17,520 INTERVENTIONS TO BE MORE 2821 01:39:17,520 --> 01:39:17,840 APPROPRIATE? 2822 01:39:17,840 --> 01:39:19,360 AND WE ARE EXCITED TO BE ABLE TO 2823 01:39:19,360 --> 01:39:20,520 CONTINUE THIS LINE OF RESEARCH. 2824 01:39:20,520 --> 01:39:21,960 WE WERE JUST RECENTLY AWARDED 2825 01:39:21,960 --> 01:39:24,880 FUNDING TO LOOK AT A SMART 2826 01:39:24,880 --> 01:39:25,120 DESIGN. 2827 01:39:25,120 --> 01:39:28,240 TO LOOK AT ADAPTIVE 2828 01:39:28,240 --> 01:39:29,520 INTERVENTIONS FOR PRESCHOOLERS 2829 01:39:29,520 --> 01:39:31,280 BESIDES RESPONSE TO TREATMENT. 2830 01:39:31,280 --> 01:39:32,640 AND SIMILAR TO WHAT CONNIE IS 2831 01:39:32,640 --> 01:39:34,600 SAYING, WE HAVE A CRAZY DESIGN 2832 01:39:34,600 --> 01:39:36,040 THAT SHE GAVE HER INPUT ON. 2833 01:39:36,040 --> 01:39:39,360 SO WE ARE REALLY DWIGHTED TO BE 2834 01:39:39,360 --> 01:39:40,160 ABLE TO CONTINUE THIS RESEARCH 2835 01:39:40,160 --> 01:39:42,800 AND I THINK IT IS IT VERY 2836 01:39:42,800 --> 01:39:44,880 IMPORTANT WE ARE ABLE TO LOOK AT 2837 01:39:44,880 --> 01:39:46,080 THE INTERVENTION AND PEER 2838 01:39:46,080 --> 01:39:46,800 CHARACTERISTICS AND CHILD 2839 01:39:46,800 --> 01:39:47,960 CHARACTERISTICS AND HOW TO 2840 01:39:47,960 --> 01:39:51,000 TAILOR INTERVENTIONS TO BE MOST 2841 01:39:51,000 --> 01:39:54,000 AFFECT ITCH FOR INDIVIDUALS WITH 2842 01:39:54,000 --> 01:39:56,680 AUTISM WHO HAVE VARYING LEARNING 2843 01:39:56,680 --> 01:39:57,080 NEEDS. 2844 01:39:57,080 --> 01:39:59,280 AND I THINK I'M AT TIME. 2845 01:39:59,280 --> 01:40:07,040 THAT WAS QUICK. 2846 01:40:07,040 --> 01:40:07,280 >> HI. 2847 01:40:07,280 --> 01:40:08,800 THANK YOU, CATHY. 2848 01:40:08,800 --> 01:40:11,400 WE ARE MOVING ON NOW TO DAVID 2849 01:40:11,400 --> 01:40:12,880 MCNAUGHTON WHO WILL TALK ABOUT 2850 01:40:12,880 --> 01:40:14,160 AAC INTERVENTION TO ENHANCE 2851 01:40:14,160 --> 01:40:15,440 COMMUNICATION AND PARTICIPATION 2852 01:40:15,440 --> 01:40:17,320 IN COMMUNITY SETTINGS FOR 2853 01:40:17,320 --> 01:40:19,720 ADOLESCENTS AND ADULTS ON THE 2854 01:40:19,720 --> 01:40:21,680 AUTISM SPECTRUM. 2855 01:40:21,680 --> 01:40:23,000 >> DAVID MCNAUGHTON: THANK YOU. 2856 01:40:23,000 --> 01:40:29,480 I'M JUST GETTING ORGANIZED. 2857 01:40:29,480 --> 01:40:32,880 ARE YOU SEEING MY SLIDES? 2858 01:40:32,880 --> 01:40:34,560 >> PERFECT. 2859 01:40:34,560 --> 01:40:35,320 >> DAVID MCNAUGHTON: WONDERFUL. 2860 01:40:35,320 --> 01:40:35,560 THANK YOU. 2861 01:40:35,560 --> 01:40:37,880 SO MY NAME IS DAVID MCNAUGHTON. 2862 01:40:37,880 --> 01:40:40,080 I'LL BE PRESENTING TODAY ON 2863 01:40:40,080 --> 01:40:43,000 BEHALF OF JANICE LIGHT AND ERIC 2864 01:40:43,000 --> 01:40:43,920 JACOBS AND THE REST OF THE TEAM 2865 01:40:43,920 --> 01:40:46,400 HERE AT PENN STATE UNIVERSITY. 2866 01:40:46,400 --> 01:40:48,680 I'LL BE SPEAKING ABOUT AAC 2867 01:40:48,680 --> 01:40:49,880 INTERVENTION TO ENHANCE 2868 01:40:49,880 --> 01:40:51,560 COMMUNICATION AND PARTICIPATION 2869 01:40:51,560 --> 01:40:54,880 IN COMMUNITY SETTINGS FOR 2870 01:40:54,880 --> 01:41:05,440 AUTISTIC ADOLESCENTS AND ADULTS. 2871 01:41:06,600 --> 01:41:10,960 ONE MOMENT PLEASE. 2872 01:41:10,960 --> 01:41:12,040 SO A MAJOR THEME IS THE 2873 01:41:12,040 --> 01:41:13,360 IMPORTANCE FOR US TO THINK 2874 01:41:13,360 --> 01:41:14,360 BROADLY ABOUT CHALLENGES AND 2875 01:41:14,360 --> 01:41:16,280 SUPPORTS FOR COMMUNICATION. 2876 01:41:16,280 --> 01:41:18,240 AND I THINK THAT'S GOING TO BE 2877 01:41:18,240 --> 01:41:19,960 IMPORTANT BECAUSE AS MANY OF YOU 2878 01:41:19,960 --> 01:41:21,640 KNOW FROM YOUR RESEARCH, WE 2879 01:41:21,640 --> 01:41:24,160 HEARD TODAY IN LIVED EXPERIENCE. 2880 01:41:24,160 --> 01:41:27,080 MANY ADOLESCENTS AND ADULTS ON 2881 01:41:27,080 --> 01:41:28,760 THE AUTISM SPECTRUM EXPERIENCE 2882 01:41:28,760 --> 01:41:30,280 SEVERE CHALLENGES IN 2883 01:41:30,280 --> 01:41:31,880 PARTICIPATION IN EDUCATION, 2884 01:41:31,880 --> 01:41:33,680 EMPLOYMENT AND COMMUNITY 2885 01:41:33,680 --> 01:41:33,960 SETTINGS. 2886 01:41:33,960 --> 01:41:35,840 THERE IS HIGH INCIDENCE OF 2887 01:41:35,840 --> 01:41:38,160 LONELINESS REPORTED TO THIS 2888 01:41:38,160 --> 01:41:39,880 POPULATION. 2889 01:41:39,880 --> 01:41:41,760 ADOLESCENTS ON THE SPECTRUM ARE 2890 01:41:41,760 --> 01:41:43,960 5 TIMES MORE LIKELY TO DESCRIBE 2891 01:41:43,960 --> 01:41:47,480 THEMSELVES AS OFTEN OR ALWAYS 2892 01:41:47,480 --> 01:41:49,760 FEELING LONELY THAN ARE 2893 01:41:49,760 --> 01:41:51,200 ADOLESCENTS WITHOUT AUTISM 2894 01:41:51,200 --> 01:41:53,680 SPECTRUM DISORDER. 2895 01:41:53,680 --> 01:41:57,200 AND LESS THAN 10% OF ADULTS WITH 2896 01:41:57,200 --> 01:41:57,960 DEVELOPMENTAL DISABILITIES 2897 01:41:57,960 --> 01:42:00,360 INCLUDING MINIMALLY SPEAKING 2898 01:42:00,360 --> 01:42:02,800 AUTISTIC ADOLESCENTS AND ADULTS 2899 01:42:02,800 --> 01:42:05,960 WHO NEED COMMUNICATION SUPPORTS 2900 01:42:05,960 --> 01:42:07,400 RECEIVE COMMUNICATION SUPPORTS 2901 01:42:07,400 --> 01:42:10,360 THAT WOULD BE A BENEFIT TO THEM. 2902 01:42:10,360 --> 01:42:12,280 AND AS WAS POINTED OUT IN THE 2903 01:42:12,280 --> 01:42:14,160 VERY FIRST SESSION, RESEARCH TO 2904 01:42:14,160 --> 01:42:16,560 DATE HAS REALLY NOT ADDRESSED 2905 01:42:16,560 --> 01:42:17,880 THIS GAP. 2906 01:42:17,880 --> 01:42:19,000 CHRISTINE HOLLY FIELD WHEN SHE 2907 01:42:19,000 --> 01:42:20,400 LOOKED AT THE RESEARCH IN THIS 2908 01:42:20,400 --> 01:42:23,400 AREA, REPORTED THAT MORE THAN 2909 01:42:23,400 --> 01:42:24,280 TWO-THIRDS OF THE RESEARCH TO 2910 01:42:24,280 --> 01:42:27,080 DATE HAS FOCUSED ON SIMPLE 2911 01:42:27,080 --> 01:42:28,440 REQUESTS FOR OBJECTS AND 2912 01:42:28,440 --> 01:42:29,000 ACTIVITIES. 2913 01:42:29,000 --> 01:42:31,080 SO THE NEEDS OF THIS POPULATION 2914 01:42:31,080 --> 01:42:35,640 ARE NOT CURRENTLY BEING MET 2915 01:42:35,640 --> 01:42:43,000 THROUGH RESEARCH. 2916 01:42:43,000 --> 01:42:44,720 SO THE CHALLENGE IS LARGE. 2917 01:42:44,720 --> 01:42:46,600 THERE IS ENORMOUS HETEROGENEITY 2918 01:42:46,600 --> 01:42:47,960 IN THIS POPULATION AND THERE 2919 01:42:47,960 --> 01:42:49,600 WILL BE NO SINGLE SOLUTION. 2920 01:42:49,600 --> 01:42:50,720 HOWEVER, I THINK AN IMPORTANT 2921 01:42:50,720 --> 01:42:54,320 FIRST STEP IS TO THINK ABOUT AAC 2922 01:42:54,320 --> 01:42:55,680 AND COMMUNICATION SUPPORTS VERY 2923 01:42:55,680 --> 01:42:58,040 BROADLY TO THINK ABOUT WHAT 2924 01:42:58,040 --> 01:42:59,680 MIGHT A NEW GENERATION OF 2925 01:42:59,680 --> 01:43:01,240 TECHNOLOGY THAT CAN HELP MEET 2926 01:43:01,240 --> 01:43:02,480 NEEDS IN NATURAL SETTINGS MIGHT 2927 01:43:02,480 --> 01:43:03,000 LOOK LIKE. 2928 01:43:03,000 --> 01:43:04,800 AND I'D LIKE TO TALK ABOUT WHAT 2929 01:43:04,800 --> 01:43:07,640 WE THINK IS ONE PROMISING 2930 01:43:07,640 --> 01:43:08,640 APPROACH TODAY. 2931 01:43:08,640 --> 01:43:11,520 SO, I'LL BE TALKING ABOUT A NEW 2932 01:43:11,520 --> 01:43:13,920 SOFTWARE APP CALLED, VIDEO 2933 01:43:13,920 --> 01:43:15,720 VISUAL SCENE DISPLAYS. 2934 01:43:15,720 --> 01:43:16,440 JANICE INTRODUCED THIS A LITTLE 2935 01:43:16,440 --> 01:43:18,400 BIT IN HER PRESENTATION. 2936 01:43:18,400 --> 01:43:20,240 BUT THESE ARE APPS THAT SUPPORT 2937 01:43:20,240 --> 01:43:24,200 KIND OF A COMBINATION OF A VIDEO 2938 01:43:24,200 --> 01:43:26,880 MODELING APPROACH WITH 2939 01:43:26,880 --> 01:43:28,320 INTEGRATED COMMUNICATION 2940 01:43:28,320 --> 01:43:29,320 SUPPORTS. 2941 01:43:29,320 --> 01:43:33,320 SO, THE IDEA IS THAT IN USING A 2942 01:43:33,320 --> 01:43:36,120 VIDEO VISUAL SCENE DISPLAY 2943 01:43:36,120 --> 01:43:38,160 APPROACH, FIRST THE INTERVENTION 2944 01:43:38,160 --> 01:43:40,280 TEAM WITH THE ASSISTANCE OF THE 2945 01:43:40,280 --> 01:43:42,640 INDIVIDUAL, CAPTURED A VIDEO OF 2946 01:43:42,640 --> 01:43:46,040 AN EVENT OR AN ACTIVITY OF 2947 01:43:46,040 --> 01:43:46,480 INTEREST. 2948 01:43:46,480 --> 01:43:49,240 THEN USING THE APP, BY PAUSING 2949 01:43:49,240 --> 01:43:52,040 THE KEY MOMENTS WITHIN THE APP, 2950 01:43:52,040 --> 01:43:54,440 A VISUAL SCENE IS CREATED. 2951 01:43:54,440 --> 01:43:57,360 AND BY A VISUAL SCENE, I MEAN A 2952 01:43:57,360 --> 01:43:59,560 STILL SCENE THAT APPEARS IN THE 2953 01:43:59,560 --> 01:44:02,240 VIDEO, WHICH CAN THEN BE 2954 01:44:02,240 --> 01:44:03,640 PROGRAMMED WITH A HOTSPOT. 2955 01:44:03,640 --> 01:44:06,560 AND A HOTSPOT IS SIMPLY A 2956 01:44:06,560 --> 01:44:09,640 TARGETED AREA WITHIN THAT STILL 2957 01:44:09,640 --> 01:44:12,680 SCENE THAT WHEN TOUCHED PROVIDES 2958 01:44:12,680 --> 01:44:13,760 SPEECH INPUT. 2959 01:44:13,760 --> 01:44:15,600 SO AGAIN THINK OF THIS AS BEING 2960 01:44:15,600 --> 01:44:18,160 SOMEWHAT LIKE A VIDEO MODELING 2961 01:44:18,160 --> 01:44:19,680 APPROACH THAT AN INDIVIDUAL 2962 01:44:19,680 --> 01:44:22,080 MIGHT USE TO LEARN A NEW SKILL 2963 01:44:22,080 --> 01:44:23,760 THAT WILL PAUSE FROM TIME TO 2964 01:44:23,760 --> 01:44:27,600 TIME AND PROVIDE THESE 2965 01:44:27,600 --> 01:44:29,280 COMMUNICATION SUPPORTS. 2966 01:44:29,280 --> 01:44:31,600 WE HAVE BEEN USING THIS IN A 2967 01:44:31,600 --> 01:44:33,080 VARIETY OF INTERVENTIONS AND 2968 01:44:33,080 --> 01:44:34,520 STUDIES SO FAR BUT I JUST WANTED 2969 01:44:34,520 --> 01:44:36,360 TO GIVE A BRIEF GLIMPSE OF WHAT 2970 01:44:36,360 --> 01:44:37,880 THE INDIVIDUAL WOULD SEE IN 2971 01:44:37,880 --> 01:44:38,920 LOOKING AT THE APP. 2972 01:44:38,920 --> 01:44:40,240 SO THIS WAS USED BY AN 2973 01:44:40,240 --> 01:44:41,480 INDIVIDUAL TO SUPPORT HIS 2974 01:44:41,480 --> 01:44:43,680 PARTICIPATION WORKING IN A 2975 01:44:43,680 --> 01:44:44,000 GREENHOUSE. 2976 01:44:44,000 --> 01:44:46,480 HE HAD 19 STEPS THAT HE 2977 01:44:46,480 --> 01:44:48,720 PERFORMED IN WORKING IN HIS 2978 01:44:48,720 --> 01:44:50,400 GREENHOUSE ACTIVITIES. 2979 01:44:50,400 --> 01:44:53,040 AND EACH OF THE STEPS IS 2980 01:44:53,040 --> 01:44:55,400 REPRESENTED HERE BY A THUMBNAIL 2981 01:44:55,400 --> 01:44:56,720 AND THE INDIVIDUAL WOULD 2982 01:44:56,720 --> 01:44:57,720 NAVIGATE THROUGH THE DIFFERENT 2983 01:44:57,720 --> 01:45:00,040 SCENES BY MAKING USE OF THE PLAY 2984 01:45:00,040 --> 01:45:04,760 BUTTON TO WORK HIS WAY THROUGH. 2985 01:45:04,760 --> 01:45:06,640 SOME OF THE THINGS WE LEARNED IN 2986 01:45:06,640 --> 01:45:09,000 OUR RESEARCH TO DATE IS THAT THE 2987 01:45:09,000 --> 01:45:12,040 VIDEO VISUAL SCENE DISPLAY 2988 01:45:12,040 --> 01:45:14,240 APPROACH SEEMS TO PROVIDE GOOD 2989 01:45:14,240 --> 01:45:15,880 SUPPORT FOR INDEPENDENT 2990 01:45:15,880 --> 01:45:18,280 PERFORMANCE OF COMPLEX, 2991 01:45:18,280 --> 01:45:20,080 MULTISTEP SKILLS IN COMMUNITY 2992 01:45:20,080 --> 01:45:20,760 SETTINGS. 2993 01:45:20,760 --> 01:45:21,840 SO ALL OF THE ACTIVITIES THAT 2994 01:45:21,840 --> 01:45:24,560 ARE CHOSEN FOR THE INTERVENTION 2995 01:45:24,560 --> 01:45:26,360 ARE IDENTIFIED WITH THE 2996 01:45:26,360 --> 01:45:30,120 PARTICIPATION OF THE AUTISTIC 2997 01:45:30,120 --> 01:45:30,720 INDIVIDUAL. 2998 01:45:30,720 --> 01:45:32,360 THE APP HAS BEEN EASILY LEARNED 2999 01:45:32,360 --> 01:45:35,200 AND USED BY AUTISTIC PERSONS AND 3000 01:45:35,200 --> 01:45:37,320 ONE OF THE INTERESTING THINGS IS 3001 01:45:37,320 --> 01:45:38,440 IT PROVIDES COMMUNICATION 3002 01:45:38,440 --> 01:45:39,480 ASSISTANCE AS NEEDED. 3003 01:45:39,480 --> 01:45:42,800 SO THIS IS OFTEN OFTEN USED BY 3004 01:45:42,800 --> 01:45:43,800 INDIVIDUALS WITH SOME SPEECH BUT 3005 01:45:43,800 --> 01:45:45,600 WHO MAY BE RELUCTANT TO USE 3006 01:45:45,600 --> 01:45:46,800 THEIR SPEECH IN A PARTICULAR 3007 01:45:46,800 --> 01:45:48,200 SITUATION OR FIND IT DIFFICULT. 3008 01:45:48,200 --> 01:45:51,000 SO AT THAT TIME, THEY CAN USE 3009 01:45:51,000 --> 01:45:54,280 THE RECORDED SPEECH WITHIN THE 3010 01:45:54,280 --> 01:45:54,680 DEVICE. 3011 01:45:54,680 --> 01:45:57,080 AT OTHER TIMES THEY USE THE 3012 01:45:57,080 --> 01:45:58,600 RECORDED SPEECH AS A PROMPT OR 3013 01:45:58,600 --> 01:45:59,920 QUEUE FOR THEMSELVES AND THEN 3014 01:45:59,920 --> 01:46:01,440 THEY THEN REPEAT WHAT THEY 3015 01:46:01,440 --> 01:46:01,640 HEARD. 3016 01:46:01,640 --> 01:46:03,480 SO IT HELPS TO ADDRESS SOME OF 3017 01:46:03,480 --> 01:46:04,280 THE STRESS CHALLENGES THAT HAVE 3018 01:46:04,280 --> 01:46:07,200 BEEN DISCUSS YOUD TODAY. 3019 01:46:07,200 --> 01:46:10,120 THE APP IS AVAILABLEOD HIGHLY 3020 01:46:10,120 --> 01:46:12,120 PORTABLE COMMONLY AVAILABLE 3021 01:46:12,120 --> 01:46:12,600 TECHNOLOGY. 3022 01:46:12,600 --> 01:46:13,600 WHAT WE HAVE BEEN EXCITED ABOUT 3023 01:46:13,600 --> 01:46:16,000 HAS BEEN THE EASE WITH WHICH WE 3024 01:46:16,000 --> 01:46:20,200 CAN CREATE HIGHLY INDIVIDUALIZED 3025 01:46:20,200 --> 01:46:20,680 INTERVENTIONS TO ADDRESS 3026 01:46:20,680 --> 01:46:24,440 ACTIVITIES OF INTEREST TO THE 3027 01:46:24,440 --> 01:46:24,720 INDIVIDUAL. 3028 01:46:24,720 --> 01:46:26,400 WE HAVE EXAMINED THE APPROACH IN 3029 01:46:26,400 --> 01:46:28,320 A SERIES OF SINGLE CASE 3030 01:46:28,320 --> 01:46:30,080 EXPERIMENTAL STUDIES LOOKING AT 3031 01:46:30,080 --> 01:46:32,320 SUPPORTING PARTICIPATION AND 3032 01:46:32,320 --> 01:46:33,640 COMMUNICATION IN SHOPPING, 3033 01:46:33,640 --> 01:46:35,320 RIDING PUBLIC TRANSPORTATION, 3034 01:46:35,320 --> 01:46:37,000 WORKING IN A FOOD BANK, WORKING 3035 01:46:37,000 --> 01:46:38,120 IN A LIBRARY. 3036 01:46:38,120 --> 01:46:41,400 AND WE ARE CURRENTLY RUNNING A 3037 01:46:41,400 --> 01:46:42,800 RANDOMIZED CONTROL TRIAL STUDY 3038 01:46:42,800 --> 01:46:45,840 WITH A TOTAL OF 72 PARTICIPANTS. 3039 01:46:45,840 --> 01:46:48,840 WE HAVE COMPLETED INTERVENTION 3040 01:46:48,840 --> 01:46:49,400 WITH 18 SO FAR. 3041 01:46:49,400 --> 01:46:51,840 ALL OF THOSE INDIVIDUALS HAVE 3042 01:46:51,840 --> 01:46:53,640 SHOWN GAINS WITH THE VIDEO VSD 3043 01:46:53,640 --> 01:46:54,120 APPROACH. 3044 01:46:54,120 --> 01:46:55,440 AND WHAT HAS BEEN EXCITING FOR 3045 01:46:55,440 --> 01:46:57,160 US HAS BEEN THAT THE 3046 01:46:57,160 --> 01:46:59,080 INTRODUCTION OF THE VIDEO VSD 3047 01:46:59,080 --> 01:47:01,720 HAS ONLY REQUIRED TWO SESSIONS 3048 01:47:01,720 --> 01:47:03,440 IN WHICH BASICALLY WE ARE 3049 01:47:03,440 --> 01:47:05,160 PROVIDING A MODEL IN GUIDED 3050 01:47:05,160 --> 01:47:07,480 PRACTICE IN THE USE OF A VIDEO 3051 01:47:07,480 --> 01:47:08,520 VSD APP. 3052 01:47:08,520 --> 01:47:11,640 AND THEN THE INDIVIDUAL TAKES 3053 01:47:11,640 --> 01:47:15,040 OVER IN THE USE OF THE VIDEO VSD 3054 01:47:15,040 --> 01:47:17,360 APP TO PERFORM THE SKILL AND TO 3055 01:47:17,360 --> 01:47:24,160 COMMUNICATE IN THAT ENVIRONMENT. 3056 01:47:24,160 --> 01:47:33,560 THE INTERTIME HAS BEEN MINIMAL. 3057 01:47:33,560 --> 01:47:38,360 THAT IS A LITTLE BIT ABOUT THE 3058 01:47:38,360 --> 01:47:39,480 VSD SUPPORTING PARTICIPATION. 3059 01:47:39,480 --> 01:47:41,280 I WANT TO TALK ABOUT THE USE OF 3060 01:47:41,280 --> 01:47:43,120 THE APP AS A SOCIAL INTERACTION 3061 01:47:43,120 --> 01:47:43,320 SUPPORT. 3062 01:47:43,320 --> 01:47:44,520 THIS IS A BIG JUMP BECAUSE WE 3063 01:47:44,520 --> 01:47:47,960 ARE TALKING ABOUT USING ONE APP 3064 01:47:47,960 --> 01:47:49,160 IN TWO VERY DIFFERENT WAYS. 3065 01:47:49,160 --> 01:47:52,480 BUT I'M HOPING I'LL BE ABLE TO 3066 01:47:52,480 --> 01:47:53,040 CLARIFY THIS. 3067 01:47:53,040 --> 01:47:55,360 WHEN WE ARE USING A VIDEO VSD 3068 01:47:55,360 --> 01:47:57,040 APP TO SUPPORT SOCIAL 3069 01:47:57,040 --> 01:47:58,160 INTERACTION, WE ARE THINKING 3070 01:47:58,160 --> 01:48:01,200 ABOUT USING IT TO PROVIDE A 3071 01:48:01,200 --> 01:48:02,800 CONTEXT TO ASSISTED AN 3072 01:48:02,800 --> 01:48:07,000 INDIVIDUAL IN SHARING 3073 01:48:07,000 --> 01:48:07,280 INFORMATION. 3074 01:48:07,280 --> 01:48:09,480 WE HAVE THE SAME BENEFITS AS 3075 01:48:09,480 --> 01:48:11,920 BEFORE WHERE IT IS EASY TO USE 3076 01:48:11,920 --> 01:48:14,120 HOTSPOTS FOR PERSONALIZED 3077 01:48:14,120 --> 01:48:14,400 VOCABULARY. 3078 01:48:14,400 --> 01:48:16,200 THE OTHER NICE THING ABOUT IT IS 3079 01:48:16,200 --> 01:48:18,000 BECAUSE AS THE VIDEO PLAYS, IT 3080 01:48:18,000 --> 01:48:21,000 PAUSES IF ARE THOSE STILL VISUAL 3081 01:48:21,000 --> 01:48:22,720 SCENES WITH HOTSPOTS. 3082 01:48:22,720 --> 01:48:24,280 IT NATURALLY SUPPORTS 3083 01:48:24,280 --> 01:48:34,760 CONVERSATIONAL TURN TAKING. 3084 01:48:36,760 --> 01:48:38,040 WHY ARE NOT ASKING AN INDIVIDUAL 3085 01:48:38,040 --> 01:48:40,840 TO ATTEND TO A VIDEO ACTIVITY 3086 01:48:40,840 --> 01:48:44,080 AND MAKE INTEGRATED USE OF AN 3087 01:48:44,080 --> 01:48:52,920 AAC DEVICE AT THE SAME TIME. 3088 01:48:52,920 --> 01:48:54,240 WE HAVE WORKED WITH PRESCHOOLERS 3089 01:48:54,240 --> 01:48:56,840 WHO WANTED TO USE DORA THE 3090 01:48:56,840 --> 01:48:58,320 EXPLORER AND THOSE TYPES OF 3091 01:48:58,320 --> 01:48:59,520 CHILD LEVEL VIDEOS. 3092 01:48:59,520 --> 01:49:02,640 WE USED THIS AS AN INTERVENTION 3093 01:49:02,640 --> 01:49:03,520 TO SUPPORT PLAY. 3094 01:49:03,520 --> 01:49:06,120 AND IN SOME OF OUR MOST RECENT 3095 01:49:06,120 --> 01:49:07,640 INTERVENTIONS WITH ADOLESCENTS, 3096 01:49:07,640 --> 01:49:10,320 WE MADE USE OF VIDEOS TAKEN DOWN 3097 01:49:10,320 --> 01:49:12,320 FROM YouTube AND THEY HAVE 3098 01:49:12,320 --> 01:49:14,440 REALLY RUN THE FULL GAMUT OF 3099 01:49:14,440 --> 01:49:15,320 THINGS ADOLESCENTS ARE 3100 01:49:15,320 --> 01:49:15,920 INTERESTED IN. 3101 01:49:15,920 --> 01:49:18,120 SO MAKE UP, PLAYING VIDEO GAMES, 3102 01:49:18,120 --> 01:49:25,840 SPORTING EVENTS, EVERYTHING. 3103 01:49:25,840 --> 01:49:28,160 AND I WANT TO TALK ABOUT AN 3104 01:49:28,160 --> 01:49:30,360 INTERVENTION WHERE WE WORKED 3105 01:49:30,360 --> 01:49:32,640 WITH A BEST BUDDIES PROGRAM T 3106 01:49:32,640 --> 01:49:33,640 REQUIRED LESS THAN THREE MINUTES 3107 01:49:33,640 --> 01:49:35,760 OF TRAINING FOR THOSE 3108 01:49:35,760 --> 01:49:37,760 ADOLESCENTS TO LEARN TO MAKE USE 3109 01:49:37,760 --> 01:49:38,640 OF THIS APP. 3110 01:49:38,640 --> 01:49:41,360 ONCE THEY DID, WE SAW THESE 3111 01:49:41,360 --> 01:49:41,600 CHANGES. 3112 01:49:41,600 --> 01:49:43,120 SO IN BASELINE, AND I'M JUST 3113 01:49:43,120 --> 01:49:44,520 SHOWING ONE BUT THIS IS COMMON 3114 01:49:44,520 --> 01:49:46,160 ACROSS ALL PARTICIPANTS. 3115 01:49:46,160 --> 01:49:49,040 VERY LOW LEVELS OF 3116 01:49:49,040 --> 01:49:49,480 PARTICIPATION. 3117 01:49:49,480 --> 01:49:51,280 REALLY BOTH FROM THE PARTICIPANT 3118 01:49:51,280 --> 01:49:52,520 AND THE PEER. 3119 01:49:52,520 --> 01:49:54,920 AFTER A THREE-MINUTE TRAINING, 3120 01:49:54,920 --> 01:49:57,760 WE SAW THIS RAPID JUMP IN TURNS, 3121 01:49:57,760 --> 01:50:01,760 RAPID INCREASE IN USES OF SPEECH 3122 01:50:01,760 --> 01:50:06,000 FOR BOTH THE PEER AND FOR THE 3123 01:50:06,000 --> 01:50:07,800 AUTISTIC ADOLESCENT. 3124 01:50:07,800 --> 01:50:09,600 AND I THINK TWO IMPORTANT 3125 01:50:09,600 --> 01:50:11,920 THINGS, NUMBER 1, THERE WAS NO 3126 01:50:11,920 --> 01:50:14,200 ADULT PRESENT AFTER THE 3127 01:50:14,200 --> 01:50:15,680 THREE-MINUTE TRAINING HAD BEEN 3128 01:50:15,680 --> 01:50:15,960 PROVIDED. 3129 01:50:15,960 --> 01:50:17,640 THAT'S VERY IMPORTANT TO 3130 01:50:17,640 --> 01:50:18,080 ADOLESCENTS. 3131 01:50:18,080 --> 01:50:19,120 THEY DON'T WANT ADULTS AROUND. 3132 01:50:19,120 --> 01:50:21,240 AND NUMBER 2, WE WERE REALLY 3133 01:50:21,240 --> 01:50:23,240 ABLE TO MAKE THIS ON THE 3134 01:50:23,240 --> 01:50:24,440 INTEREST OF THE INDIVIDUALS. 3135 01:50:24,440 --> 01:50:29,520 AND THAT WAS IMPORTANT. 3136 01:50:29,520 --> 01:50:30,520 WITH RESPECT TO RESEARCH 3137 01:50:30,520 --> 01:50:32,200 PRIORITIES, WE ARE FOCUSING 3138 01:50:32,200 --> 01:50:34,160 TODAY ON VALUED OUTCOMES ACROSS 3139 01:50:34,160 --> 01:50:36,440 ALL THE IMPORTANCE IN ADULT 3140 01:50:36,440 --> 01:50:36,720 LIFE. 3141 01:50:36,720 --> 01:50:40,040 AND I ALSO ENCOURAGE US TO THINK 3142 01:50:40,040 --> 01:50:41,000 ABOUT CRATEDDIVE WAYS TO SUPPORT 3143 01:50:41,000 --> 01:50:41,800 PEER INTERACTION. 3144 01:50:41,800 --> 01:50:43,200 NOT ALL OF US WANT TO TALK ABOUT 3145 01:50:43,200 --> 01:50:45,520 THE NFL BUT IF WE WANT TO, WE 3146 01:50:45,520 --> 01:50:47,440 NEED A WAY TO DO IT SO WE NEED 3147 01:50:47,440 --> 01:50:48,520 TO DEVELOP COMMUNICATION 3148 01:50:48,520 --> 01:50:50,880 SUPPORTS THAT WILL ENABLE PEOPLE 3149 01:50:50,880 --> 01:50:53,040 TO ADDRESS TOPICS THAT ARE OF 3150 01:50:53,040 --> 01:50:53,680 INTEREST TO THEM. 3151 01:50:53,680 --> 01:51:01,040 THANK YOU. 3152 01:51:01,040 --> 01:51:05,120 >> NOW WE'LL SWITCH TO ADULTS. 3153 01:51:05,120 --> 01:51:10,160 HELEN? 3154 01:51:10,160 --> 01:51:10,520 >> THANK YOU. 3155 01:51:10,520 --> 01:51:12,240 THAT WAS A WONDERFUL SET OF 3156 01:51:12,240 --> 01:51:12,600 PRESENTATION. 3157 01:51:12,600 --> 01:51:14,200 WE'RE NOW GOING TO TURN TO TWO 3158 01:51:14,200 --> 01:51:15,400 PRESENTATION THAT IS FOCUS ON 3159 01:51:15,400 --> 01:51:18,640 INTERVENTION APPROACHES THAT 3160 01:51:18,640 --> 01:51:20,240 HAVE BEEN DEVELOPED OUTSIDE OF 3161 01:51:20,240 --> 01:51:22,760 THE AUTISM ARENA. 3162 01:51:22,760 --> 01:51:26,720 PEOPLE OR ADULTS WITH ACQUIRED 3163 01:51:26,720 --> 01:51:27,080 AAC NEEDS. 3164 01:51:27,080 --> 01:51:31,040 AND WE ARE GOING TO BEGIN THIS 3165 01:51:31,040 --> 01:51:34,120 SESSION WITH MELANIE FRIED-OKEN 3166 01:51:34,120 --> 01:51:37,480 WHO WILL TALK ABOUT BRAIN 3167 01:51:37,480 --> 01:51:37,920 COMPUTER INCH FACE. 3168 01:51:37,920 --> 01:51:39,960 A NEW INTERVENTION FOR THE 3169 01:51:39,960 --> 01:51:42,320 ACCESS NEEDS OF ADULTS WHO 3170 01:51:42,320 --> 01:51:43,240 EXPERIENCE SEVERE SPEECH AND 3171 01:51:43,240 --> 01:51:45,240 MOTOR CHALLENGES. 3172 01:51:45,240 --> 01:51:47,920 WHILE MELANIE IS GETTING HER 3173 01:51:47,920 --> 01:51:50,240 SCREEN GOING, I'LL NOTE THAT WE 3174 01:51:50,240 --> 01:51:55,040 HAVE ALREADY HAD A COMMENT FROM 3175 01:51:55,040 --> 01:51:58,040 OUR WEBINAR OBSERVERS RELATING 3176 01:51:58,040 --> 01:52:00,320 TO QUESTIONS ABOUT 3177 01:52:00,320 --> 01:52:01,280 BRAIN-COMPUTER INTERFACE. 3178 01:52:01,280 --> 01:52:03,880 SO EXCITING THAT MELANIE IS 3179 01:52:03,880 --> 01:52:07,720 GOING TO BE SPEAKING ABOUT THIS 3180 01:52:07,720 --> 01:52:08,040 TOPIC. 3181 01:52:08,040 --> 01:52:09,720 OVER TO YOU. 3182 01:52:09,720 --> 01:52:10,920 >> MELANIE: THANK YOU. 3183 01:52:10,920 --> 01:52:13,760 YES, WE ARE GOING TO TALK ABOUT 3184 01:52:13,760 --> 01:52:16,440 BRAIN-COMPUTER INTERFACE TODAY 3185 01:52:16,440 --> 01:52:17,840 AS A POTENTIAL ACCESS NEED. 3186 01:52:17,840 --> 01:52:20,360 I'M GOING TO -- FOR THOSE WHO 3187 01:52:20,360 --> 01:52:22,240 DON'T KNOW ABOUT BCI, I'M GOING 3188 01:52:22,240 --> 01:52:24,640 TO TRY TO GIVE AN OVERVIEW 3189 01:52:24,640 --> 01:52:26,640 BEFORE WE TALK ABOUT RESEARCH. 3190 01:52:26,640 --> 01:52:29,240 SO WHAT IS A BCI? 3191 01:52:29,240 --> 01:52:33,600 BCI IS TECHNOLOGY WHEREBY A 3192 01:52:33,600 --> 01:52:34,240 COMPUTER DETECTIVES A SELECTION 3193 01:52:34,240 --> 01:52:36,880 MADE BY A PERSON WHO DOES NOT 3194 01:52:36,880 --> 01:52:39,960 RELY ON MUSCLE MOVEMENT OR 3195 01:52:39,960 --> 01:52:41,080 NEUROMUSCULAR ACTIVITY. 3196 01:52:41,080 --> 01:52:42,640 THE TECHNOLOGY USINGS THE 3197 01:52:42,640 --> 01:52:45,120 PERSON'S CHANGES IN BRAIN 3198 01:52:45,120 --> 01:52:48,040 ACTIVITY AS THE INTENDED 3199 01:52:48,040 --> 01:52:48,320 EXECUTION. 3200 01:52:48,320 --> 01:52:51,760 SO FOR A SPELLING BCI, INSTEAD 3201 01:52:51,760 --> 01:52:55,960 OF HITTING A KEY ON A KEYBOARD, 3202 01:52:55,960 --> 01:52:59,360 THE BRAIN ACTIVITY IS THE SAME 3203 01:52:59,360 --> 01:53:01,440 AS KEY SELECTION. 3204 01:53:01,440 --> 01:53:02,640 THE TECHNOLOGY SUBSTITUTES FOR 3205 01:53:02,640 --> 01:53:04,560 THE LOSS OF TYPICAL 3206 01:53:04,560 --> 01:53:05,760 NEUROMUSCULAR OUTPUTS SO THAT 3207 01:53:05,760 --> 01:53:08,440 PEOPLE CAN INTERACTION WITH 3208 01:53:08,440 --> 01:53:09,080 THEIR ENVIRONMENTS THROUGH BRAIN 3209 01:53:09,080 --> 01:53:09,960 SIGNALS RATHER THAN THROUGH 3210 01:53:09,960 --> 01:53:10,560 MUSCLE MOVEMENT. 3211 01:53:10,560 --> 01:53:12,480 HERE IS A CLASSIC SCHEMATIC. 3212 01:53:12,480 --> 01:53:15,760 IF YOU SEE THE USER FIRST, THE 3213 01:53:15,760 --> 01:53:20,320 USER WILL SEE EITHER A VISUAL 3214 01:53:20,320 --> 01:53:22,160 AUDITORY OR TACTILE STIMULUS, 3215 01:53:22,160 --> 01:53:24,360 WHICH WILL CAUSE A SPECIFIC 3216 01:53:24,360 --> 01:53:26,800 BRAIN WAVE TO OCCUR. 3217 01:53:26,800 --> 01:53:33,080 THE BRAIN WAVE IS ACQUIRED BY 3218 01:53:33,080 --> 01:53:35,000 SOME HARDWARE SENT TO A COMPUTER 3219 01:53:35,000 --> 01:53:36,080 FOR PROCESSING. 3220 01:53:36,080 --> 01:53:39,080 AND THAT BRAIN WAVE WILL BE A 3221 01:53:39,080 --> 01:53:41,200 CONTROL SIGNAL FOR ASSISTIVE 3222 01:53:41,200 --> 01:53:43,600 TECHNOLOGY SUCH AS A KEYBOARD, A 3223 01:53:43,600 --> 01:53:45,000 CURSOR, AN ELECTRIC WHEELCHAIR 3224 01:53:45,000 --> 01:53:48,520 OR A ROBOTIC ARM. 3225 01:53:48,520 --> 01:53:51,960 WHO WOULD USE A BCI FOR 3226 01:53:51,960 --> 01:53:52,360 COMMUNICATIONAT? 3227 01:53:52,360 --> 01:53:54,200 THIS POINT, BCI IS CURRENTLY 3228 01:53:54,200 --> 01:53:56,320 USED IN RESEARCH STUDIES WITH 3229 01:53:56,320 --> 01:53:58,480 PARTICIPANTS WHO PRESENT WITH 3230 01:53:58,480 --> 01:54:00,280 LOCKED-IN SYNDROME. 3231 01:54:00,280 --> 01:54:02,520 IT'S IMPORTANT TO NOTE THAT BCI 3232 01:54:02,520 --> 01:54:03,880 SYSTEMS WORK BEST ON INDIVIDUALS 3233 01:54:03,880 --> 01:54:07,200 WITH MINIMAL TO NO VOLUNTARY 3234 01:54:07,200 --> 01:54:08,080 MOVEMENT. 3235 01:54:08,080 --> 01:54:10,480 IT IS VERY DIFFICULT TO ACQUIRE 3236 01:54:10,480 --> 01:54:12,320 BRAIN SIGNALS FROM PARTICIPANTS 3237 01:54:12,320 --> 01:54:15,680 WITH EXTRANEOUS OR INVOLUNTARY 3238 01:54:15,680 --> 01:54:15,960 MOVEMENT. 3239 01:54:15,960 --> 01:54:17,680 DIFFICULT WITH THOSE WHO HAVE 3240 01:54:17,680 --> 01:54:18,920 ATTENTION CHALLENGES OR FOR 3241 01:54:18,920 --> 01:54:20,320 THOSE WHO CANNOT TOLERATE 3242 01:54:20,320 --> 01:54:23,400 WEARING A BCI CAP. 3243 01:54:23,400 --> 01:54:25,080 RIGHT NOW, MOST OF THE RESEARCH 3244 01:54:25,080 --> 01:54:28,000 IS BEING DONE WITH FOUR GROUPS 3245 01:54:28,000 --> 01:54:29,120 OF ADULTS. 3246 01:54:29,120 --> 01:54:33,000 INDIVIDUALS WITH END STAGE ALS, 3247 01:54:33,000 --> 01:54:35,800 BRAINSTEM STROKE, HIGH LEVEL 3248 01:54:35,800 --> 01:54:37,600 SPINAL CORD INJURY OR TRAUMATIC 3249 01:54:37,600 --> 01:54:38,160 BRAIN INJURIES. 3250 01:54:38,160 --> 01:54:40,400 WE WOULD LIKE TO EXTEND THIS TO 3251 01:54:40,400 --> 01:54:42,640 TALK ABOUT LOCKED IN SYNDROME BY 3252 01:54:42,640 --> 01:54:44,640 FUNCTION INSTEAD OF BY 3253 01:54:44,640 --> 01:54:44,920 DIAGNOSIS. 3254 01:54:44,920 --> 01:54:46,480 SO FOR THOSE WITH SEVERE SPEECH 3255 01:54:46,480 --> 01:54:48,720 AND PHYSICAL IMPAIRMENT. 3256 01:54:48,720 --> 01:54:50,880 HERE ARE SOME OF THE DIAGNOSIS 3257 01:54:50,880 --> 01:54:55,720 THAT WE ARE TRYING TO EXPAND IT 3258 01:54:55,720 --> 01:54:55,920 TO. 3259 01:54:55,920 --> 01:54:58,000 WE ALSO WOULD LIKE TO INCLUDE 3260 01:54:58,000 --> 01:54:59,840 INDIVIDUALS WITH INTELLECTUAL 3261 01:54:59,840 --> 01:55:00,480 AND DEVELOPMENTAL DISABILITIES 3262 01:55:00,480 --> 01:55:05,200 AND THOSE WHO ARE NOT GENITIVE 3263 01:55:05,200 --> 01:55:05,480 SPELLERS. 3264 01:55:05,480 --> 01:55:07,400 WE CAN INTRODUCE IT TO THOSE WHO 3265 01:55:07,400 --> 01:55:10,120 ARE NOT SPELLING FULL SENSES BUT 3266 01:55:10,120 --> 01:55:10,920 NO LETTERS. 3267 01:55:10,920 --> 01:55:12,920 OR FOR THOSE WITH IDD WHO WANT 3268 01:55:12,920 --> 01:55:14,920 TO MEET THE COMMUNICATION GOAL 3269 01:55:14,920 --> 01:55:16,720 OF PARTICIPATING IN FAMILY LIFE 3270 01:55:16,720 --> 01:55:18,840 WITH PRE-DETERMINED MESSAGES. 3271 01:55:18,840 --> 01:55:22,520 OR FOR THOSE WHO RELY ON ICONS 3272 01:55:22,520 --> 01:55:23,560 AND PICTURES FOR COMMUNICATION. 3273 01:55:23,560 --> 01:55:25,640 THIS IS NOT YET DONE. 3274 01:55:25,640 --> 01:55:28,680 WE WANT TO INCLUDE INDIVIDUALS 3275 01:55:28,680 --> 01:55:29,440 WITHIMENTED D AND THEIR FAMILIES 3276 01:55:29,440 --> 01:55:30,720 ON ALL RESEARCH TEAMS FROM 3277 01:55:30,720 --> 01:55:32,240 DEVELOPING THE RESEARCH 3278 01:55:32,240 --> 01:55:36,320 QUESTIONS TO DISSEMINATING 3279 01:55:36,320 --> 01:55:36,760 RESULTS. 3280 01:55:36,760 --> 01:55:37,800 LET'S TALK ABOUT SOME OF THE 3281 01:55:37,800 --> 01:55:39,360 CURRENT BCI RESEARCH. 3282 01:55:39,360 --> 01:55:43,560 RIGHT NOW THERE ARE TWO FORMS OF 3283 01:55:43,560 --> 01:55:44,920 CURRENT BCI WAS. 3284 01:55:44,920 --> 01:55:47,640 ONE IS CALLED IMPLANTABLE BCI 3285 01:55:47,640 --> 01:55:52,040 WAS WHERE YOU ACTUALLY PUT 3286 01:55:52,040 --> 01:55:54,480 ELECTRODE ARRAY ON THE PERSON'S 3287 01:55:54,480 --> 01:55:55,120 BRAIN. 3288 01:55:55,120 --> 01:55:58,720 IT'S REALLY GOOD FOR PICKING UP 3289 01:55:58,720 --> 01:55:59,320 NEUROPATTERNS. 3290 01:55:59,320 --> 01:56:02,240 HOWEVER, THE INDIVIDUAL HAS TO 3291 01:56:02,240 --> 01:56:04,680 WEAR SOMETHING THAT CONNECTS 3292 01:56:04,680 --> 01:56:08,440 THAT ARRAY TO A COMPUTER. 3293 01:56:08,440 --> 01:56:11,760 THERE IS PROBLEMS -- CHALLENGES 3294 01:56:11,760 --> 01:56:14,760 WITH SURGERY AND INFECTION. 3295 01:56:14,760 --> 01:56:17,240 AND YOU ACTUALLY HAVE THESE 3296 01:56:17,240 --> 01:56:20,240 LITTLE THINGS STICKING OUT OF 3297 01:56:20,240 --> 01:56:20,520 YOUR SKULL. 3298 01:56:20,520 --> 01:56:22,240 THE SECOND TYPE, WHICH WE'RE 3299 01:56:22,240 --> 01:56:23,640 GOING TO DISCUSS TODAY, THESE 3300 01:56:23,640 --> 01:56:26,880 ARE CALLED NON-IMPLANTABLE OR 3301 01:56:26,880 --> 01:56:29,120 WEARABLE BRAIN COMPUTER 3302 01:56:29,120 --> 01:56:29,440 INTERFACES. 3303 01:56:29,440 --> 01:56:32,800 WE HAVE A WET ELECTRODES CAP 3304 01:56:32,800 --> 01:56:36,840 THAT PEOPLE TRY AND A DRY 3305 01:56:36,840 --> 01:56:37,200 ELECTRODES CAP. 3306 01:56:37,200 --> 01:56:38,480 THE DRY ARE BIG AND HEAVY BUT 3307 01:56:38,480 --> 01:56:42,960 THEY ARE GETTING SMALLER. 3308 01:56:42,960 --> 01:56:44,440 RIGHT NOW THERE ARE MANY 3309 01:56:44,440 --> 01:56:48,240 DIFFERENT BRAIN SIGNALS THAT CAN 3310 01:56:48,240 --> 01:56:50,160 ACQUIRE -- WE CAN ACQUIRE FROM 3311 01:56:50,160 --> 01:56:50,440 BCIs. 3312 01:56:50,440 --> 01:56:53,960 THERE IS ONE CALLED THE P300. 3313 01:56:53,960 --> 01:56:56,000 THIS IS SURPRISE OR ATTENTION 3314 01:56:56,000 --> 01:56:56,760 EVOKED POTENTIAL THAT CAN BE 3315 01:56:56,760 --> 01:56:58,040 ACQUIRED THROUGH MULTIPLE 3316 01:56:58,040 --> 01:57:00,360 STIMULUS PRESENTATIONS. 3317 01:57:00,360 --> 01:57:02,560 MOST OF THE SPELLERS TODAY USE 3318 01:57:02,560 --> 01:57:04,080 THE P300 WAVE. 3319 01:57:04,080 --> 01:57:06,560 WE ALSO HAVE THE SENSORY MOTOR 3320 01:57:06,560 --> 01:57:08,920 RHYTHM FOR MOTOR IMAGERY. 3321 01:57:08,920 --> 01:57:10,360 AND THAT DETECTIVES MOVEMENT. 3322 01:57:10,360 --> 01:57:12,680 SO IF I WOULD TELL YOU, THINK OF 3323 01:57:12,680 --> 01:57:14,880 KICKING A BALL TO THE RIGHT, 3324 01:57:14,880 --> 01:57:17,360 THINK OF KICKING A BALL TO THE 3325 01:57:17,360 --> 01:57:17,560 LEFT. 3326 01:57:17,560 --> 01:57:19,680 YOU ARE PRODUCING SENSORY MOTOR 3327 01:57:19,680 --> 01:57:21,080 RHYTHMS FOR MOTOR IMAGERY. 3328 01:57:21,080 --> 01:57:22,960 AND THE THIRD ONE THAT IS OFTEN 3329 01:57:22,960 --> 01:57:25,840 USED IS THE STEADY STATE VISUAL 3330 01:57:25,840 --> 01:57:27,480 EVOKED POTENTIAL. 3331 01:57:27,480 --> 01:57:29,000 THIS IS AN AVERAGE WAVE THAT 3332 01:57:29,000 --> 01:57:31,800 OCCURS IN RESPONSE TO MULTIMEL 3333 01:57:31,800 --> 01:57:33,640 VISUAL STIMULUS PRESENTATIONS. 3334 01:57:33,640 --> 01:57:35,880 IN OUR LAB, WE HAVE BEEN WORKING 3335 01:57:35,880 --> 01:57:37,400 WITH A P300 SPELLERS. 3336 01:57:37,400 --> 01:57:40,760 IT'S CALLED THE RSVP KEYBOARD 3337 01:57:40,760 --> 01:57:42,240 FOR COMMUNICATION. 3338 01:57:42,240 --> 01:57:45,960 OUR GOAL IS TO USE A 3339 01:57:45,960 --> 01:57:48,880 USER-INCLUDED PER SUSPECT ITCH 3340 01:57:48,880 --> 01:57:51,000 SO INDIVIDUALS WITH INCOMPLETE 3341 01:57:51,000 --> 01:57:54,400 LOCKED IN SYNDROME ON OUR TEAM. 3342 01:57:54,400 --> 01:57:54,880 INDIVIDUALS COMMUNICATE 3343 01:57:54,880 --> 01:57:56,520 INDEPENDENT OF NEUROMUSCULAR 3344 01:57:56,520 --> 01:57:58,600 OUTPUT BY TRACKING SELECTIONS. 3345 01:57:58,600 --> 01:58:00,640 WE HAVE CHANGING IN THEIR EEG 3346 01:58:00,640 --> 01:58:01,080 ACTIVITY. 3347 01:58:01,080 --> 01:58:02,880 AND THIS IS FUSED WITH LANGUAGE 3348 01:58:02,880 --> 01:58:03,400 MODELS. 3349 01:58:03,400 --> 01:58:06,800 SO WE ARE USING SOME FORM OF AI. 3350 01:58:06,800 --> 01:58:12,720 NOW I'M GOING TO SHOW YOU A 3351 01:58:12,720 --> 01:58:15,120 VIDEO. 3352 01:58:15,120 --> 01:58:17,040 HOPEFULLY I OPTIMIZED IT SO YOU 3353 01:58:17,040 --> 01:58:18,400 CAN HEAR IT. 3354 01:58:18,400 --> 01:58:19,920 BUT LET ME KNOW IF YOU CAN'T 3355 01:58:19,920 --> 01:58:25,800 HEAR IT. 3356 01:58:25,800 --> 01:58:27,840 OOPS. 3357 01:58:27,840 --> 01:58:30,480 SORRY. 3358 01:58:30,480 --> 01:58:33,160 >> ARE YOU READY TO GO? 3359 01:58:33,160 --> 01:58:34,520 SO THIS IS FUN. 3360 01:58:34,520 --> 01:58:40,920 HERE WE GO. 3361 01:58:40,920 --> 01:58:42,440 THERE IS ONE LETTER PRESENTED AT 3362 01:58:42,440 --> 01:58:44,000 A TIME IN THE MIDDLE OF THE 3363 01:58:44,000 --> 01:58:44,240 SCREEN. 3364 01:58:44,240 --> 01:58:46,200 SO IT'S JUST A FLASH, FLASH, 3365 01:58:46,200 --> 01:58:46,720 FLASH. 3366 01:58:46,720 --> 01:58:47,720 LETTER, LETTER, LETTER. 3367 01:58:47,720 --> 01:58:50,000 YOU'RE WATCHING THAT STREAM OF 3368 01:58:50,000 --> 01:58:50,320 LETTERS GO BY. 3369 01:58:50,320 --> 01:58:51,520 WHEN YOU SEE THE LETTER YOU 3370 01:58:51,520 --> 01:58:53,440 WANT, YOU HAVE THE INVOLUNTARY 3371 01:58:53,440 --> 01:58:54,400 BRAIN RESPONSE. 3372 01:58:54,400 --> 01:58:56,960 YES, THAT ONE. 3373 01:58:56,960 --> 01:58:58,640 >> INSTEAD OF SOMEONE MOVING 3374 01:58:58,640 --> 01:59:00,800 THEIR HAND TO PRESS THE LETTER, 3375 01:59:00,800 --> 01:59:02,320 M, THEY ARE LOOKING AT A SCREEN 3376 01:59:02,320 --> 01:59:05,000 AND WHEN THEY SEE THE LETTER M, 3377 01:59:05,000 --> 01:59:07,920 THEY GET A SPECIAL BRAIN WAVE, A 3378 01:59:07,920 --> 01:59:09,120 SURPRISE BRAIN WAVE. 3379 01:59:09,120 --> 01:59:10,840 THAT IS CALLED A P300. 3380 01:59:10,840 --> 01:59:13,840 THAT P300 BRAIN WAVE IS BEING 3381 01:59:13,840 --> 01:59:17,440 TAKEN AS THEIR P STROKE. 3382 01:59:17,440 --> 01:59:18,320 >> JUST THE VARIOUS PROGRAMS 3383 01:59:18,320 --> 01:59:20,920 CREATED BY THE ENGINEERS OF 3384 01:59:20,920 --> 01:59:21,720 COMPUTER PROGRAMMERS TO SEE IF 3385 01:59:21,720 --> 01:59:22,800 THEY ARE FRIENDLY FOR PEOPLE 3386 01:59:22,800 --> 01:59:23,320 LIKE ME. 3387 01:59:23,320 --> 01:59:24,800 THE EXERCISES I DO ON THE 3388 01:59:24,800 --> 01:59:26,720 COMPUTER ARE CHALLENGING AND I 3389 01:59:26,720 --> 01:59:37,080 LIKE BEING CHALLENGED. 3390 01:59:38,960 --> 01:59:45,120 [ MUSIC PLAYING ] 3391 01:59:45,120 --> 01:59:46,680 >> THAT'S HOW IT WORKS. 3392 01:59:46,680 --> 01:59:48,720 I WOULD LIKE TO PROPOSE THAT WE 3393 01:59:48,720 --> 01:59:52,520 EXPAND BCI FOR AAC USES IN FIVE 3394 01:59:52,520 --> 01:59:53,680 DIFFERENT AREAS. 3395 01:59:53,680 --> 01:59:56,560 THE FIRST AREA IS BCI CAN SERVE 3396 01:59:56,560 --> 01:59:57,880 AS A SWITCH. 3397 01:59:57,880 --> 02:00:01,160 SO IF YOU USE THAT SMR OR MOTOR 3398 02:00:01,160 --> 02:00:03,960 IMAGERY, IT'S A BINARY CHOICE. 3399 02:00:03,960 --> 02:00:05,960 THINK RIGHT, THINK LEFT. 3400 02:00:05,960 --> 02:00:11,160 AND IN FACT, BCI -- P300BCI AS A 3401 02:00:11,160 --> 02:00:14,600 SWITCH, HAS BEEN DISCUSSED AND 3402 02:00:14,600 --> 02:00:16,520 DEMONSTRATED WITH THE DINAH BOX 3403 02:00:16,520 --> 02:00:19,360 SPEECH GENERATING DEVICE USING 3404 02:00:19,360 --> 02:00:21,960 COMMUNICATOR 5 SOFTWARE. 3405 02:00:21,960 --> 02:00:25,560 ALSO, THE BCI HAS BEEN USED FOR 3406 02:00:25,560 --> 02:00:27,480 A PLUG-AND-PLAY INTERFACE TO 3407 02:00:27,480 --> 02:00:29,200 OPERATE A COMMERCIAL ASSISTIVE 3408 02:00:29,200 --> 02:00:29,520 TECHNOLOGY. 3409 02:00:29,520 --> 02:00:31,400 HERE YOU CAN SEE AN INDIVIDUAL 3410 02:00:31,400 --> 02:00:35,120 WHO IS USING IT AS A SWITCH FOR 3411 02:00:35,120 --> 02:00:36,680 THE DINAH WRITE SPEECH 3412 02:00:36,680 --> 02:00:38,280 GENERATING DEVICE TO PICK 3413 02:00:38,280 --> 02:00:39,800 LETTERS AND SPELL. 3414 02:00:39,800 --> 02:00:42,200 SO AS A SWITCH IS ONE OPTION. 3415 02:00:42,200 --> 02:00:45,200 A SECOND OPTION IS BCI AS A 3416 02:00:45,200 --> 02:00:45,680 COMMUNICATION DEVICE. 3417 02:00:45,680 --> 02:00:47,640 THERE ARE A NUMBER OF DEVICES. 3418 02:00:47,640 --> 02:00:51,680 WHAT I SHOWED YOU, THE RSVP 3419 02:00:51,680 --> 02:00:53,800 KEYBOARD, THAT IS A DEVICE IN 3420 02:00:53,800 --> 02:00:56,280 ITSELF IN THAT IT HAS ITS OWN 3421 02:00:56,280 --> 02:01:00,920 LANGUAGE MODELING AND SELECTION. 3422 02:01:00,920 --> 02:01:03,120 BCI CAN BE USED AS AN ASSESSMENT 3423 02:01:03,120 --> 02:01:03,320 TOOL. 3424 02:01:03,320 --> 02:01:05,520 SO WE CAN ADAPT STANDARDIZED 3425 02:01:05,520 --> 02:01:07,040 TOOLS TO MEASURE COGNITIVE 3426 02:01:07,040 --> 02:01:08,560 ABILITIES IN PATIENTS WHO CANNOT 3427 02:01:08,560 --> 02:01:12,120 PRODUCE MOTOR RESPONSES. 3428 02:01:12,120 --> 02:01:13,400 OR FOR LANGUAGE TESTING. 3429 02:01:13,400 --> 02:01:15,920 SO YOU CAN IMAGINE USING 3430 02:01:15,920 --> 02:01:18,960 FLASHING STIMULI FOR P300 WAVE 3431 02:01:18,960 --> 02:01:22,000 OR A STEADY STATE VISUAL EVOKED 3432 02:01:22,000 --> 02:01:24,040 POTENTIAL SIGNAL OR A BINARY 3433 02:01:24,040 --> 02:01:26,120 CHOICE MOTOR IMAGERY FOR 3434 02:01:26,120 --> 02:01:29,120 INDIVIDUALS WITH ALS, RETT 3435 02:01:29,120 --> 02:01:32,000 SYNDROME, HOPEFULLY IN THE 3436 02:01:32,000 --> 02:01:35,440 FUTURE, INDIVIDUALS WITH SPASTIC 3437 02:01:35,440 --> 02:01:36,720 CP. 3438 02:01:36,720 --> 02:01:38,240 BCI SHOULD BE USED AS AN 3439 02:01:38,240 --> 02:01:38,800 INTERVENTION TOOL. 3440 02:01:38,800 --> 02:01:41,200 SO RIGHT NOW THERE IS A GROUP 3441 02:01:41,200 --> 02:01:43,360 CALLED BCI FOR KIDS AT THE 3442 02:01:43,360 --> 02:01:45,200 UNIVERSITY OF CALGARY. 3443 02:01:45,200 --> 02:01:47,920 AND THEY USE A SIMPLE BCI FOR 3444 02:01:47,920 --> 02:01:50,000 VIDEO GAME PLAYING AND FOR 3445 02:01:50,000 --> 02:01:50,280 PAINTING. 3446 02:01:50,280 --> 02:01:55,120 AND HEARING THE TESTIMONY FROM 3447 02:01:55,120 --> 02:01:58,520 FAMILIES OF CHILD WHO HAS SEVERE 3448 02:01:58,520 --> 02:02:01,480 DISABILITIES ACTUALLY BEATING 3449 02:02:01,480 --> 02:02:03,240 THEIR SIBLING AT A VIDEO GAME, 3450 02:02:03,240 --> 02:02:04,520 ARE WONDERFUL T SHOULD ALSO BE 3451 02:02:04,520 --> 02:02:06,640 USED FOR CONVERSATION AND 3452 02:02:06,640 --> 02:02:10,840 RECIPROCAL COMMUNICATION. 3453 02:02:10,840 --> 02:02:12,120 OR FOR LITERACY, LEARNING TO 3454 02:02:12,120 --> 02:02:15,160 READ OR WRITE, A REPETITIVE LINE 3455 02:02:15,160 --> 02:02:15,360 READING. 3456 02:02:15,360 --> 02:02:17,400 OR IMAGINE, DOESN'T MATTER WHAT 3457 02:02:17,400 --> 02:02:21,440 LETTER THEY CHOOSE WITH THE BCI 3458 02:02:21,440 --> 02:02:24,720 FOR INTRODUCTION TO LITERACY. 3459 02:02:24,720 --> 02:02:26,360 THEN FINALLY BCI SHOULD BE USED 3460 02:02:26,360 --> 02:02:27,520 AS A RESEARCH TOOL. 3461 02:02:27,520 --> 02:02:29,840 IT SHOULD BE USED FOR RECEPTIVE 3462 02:02:29,840 --> 02:02:31,520 AND EXPRESSIVE LANGUAGE. 3463 02:02:31,520 --> 02:02:34,240 SEEING IF YOU INTRODUCE A BCI 3464 02:02:34,240 --> 02:02:36,320 FOR COMMUNICATION IF THAT DOES 3465 02:02:36,320 --> 02:02:38,120 CHANGE RECEPTIVE AND EXPRESSIVE 3466 02:02:38,120 --> 02:02:38,440 LANGUAGE. 3467 02:02:38,440 --> 02:02:40,240 IT COULD BE USED AS AN 3468 02:02:40,240 --> 02:02:41,040 EXPRESSIVE MODALITY. 3469 02:02:41,040 --> 02:02:44,040 WE SHOULD LOOK TO SEE OR TO 3470 02:02:44,040 --> 02:02:45,960 RESEARCH BRAIN DEVELOPMENT AND 3471 02:02:45,960 --> 02:02:48,720 WHETHER THE INTRODUCTION OF BCI 3472 02:02:48,720 --> 02:02:52,360 FOR INDIVIDUALS WITH MINIMAL 3473 02:02:52,360 --> 02:02:52,600 MOVEMENT. 3474 02:02:52,600 --> 02:02:54,120 IF THERE WERE CHANGES IN BRAIN 3475 02:02:54,120 --> 02:02:54,400 DEVELOPMENT. 3476 02:02:54,400 --> 02:02:55,920 WE SHOULD BE LOOKING AT 3477 02:02:55,920 --> 02:02:57,160 INTERACTION CHANGE WHEN IS WE 3478 02:02:57,160 --> 02:03:00,240 INTRODUCE A BCI AND FINALLY 3479 02:03:00,240 --> 02:03:00,960 NEUROENGINEERING DEVELOPMENTS 3480 02:03:00,960 --> 02:03:03,160 FOR INDIVIDUALS WITH ADDITIONAL 3481 02:03:03,160 --> 02:03:04,720 MOVEMENTS OR WITH ATTENTION 3482 02:03:04,720 --> 02:03:05,040 CHALLENGES. 3483 02:03:05,040 --> 02:03:07,360 AND HOW ARE WE GOING TO CLEAN UP 3484 02:03:07,360 --> 02:03:08,760 THOSE BRAIN WAVES SO THAT THEY 3485 02:03:08,760 --> 02:03:11,120 ARE MEANINGFUL AND WE CAN USE IT 3486 02:03:11,120 --> 02:03:15,440 AS A RELIABLE, CONSISTENT AND 3487 02:03:15,440 --> 02:03:19,480 SAFE ACCESS METHOD FOR 3488 02:03:19,480 --> 02:03:19,960 TECHNOLOGY. 3489 02:03:19,960 --> 02:03:25,800 THANK YOU. 3490 02:03:25,800 --> 02:03:28,080 L. 3491 02:03:28,080 --> 02:03:29,800 >> HELEN TAGER-FLUSBERG: THANK 3492 02:03:29,800 --> 02:03:30,920 YOU VERY MUCH, MELANIE. 3493 02:03:30,920 --> 02:03:32,040 THAT WAS EXCITING TO SEE THE 3494 02:03:32,040 --> 02:03:34,240 DEVELOPMENTS IN THAT FIELD. 3495 02:03:34,240 --> 02:03:36,440 THEN OUR FORMAL PRESENTATION 3496 02:03:36,440 --> 02:03:40,280 BEFORE WE MOVE INTO COMMENTARY, 3497 02:03:40,280 --> 02:03:43,040 IS SARAH WALLACE WHO IS GOING TO 3498 02:03:43,040 --> 02:03:47,960 BE TALKING ABOUT AAC STRATEGIES 3499 02:03:47,960 --> 02:03:49,240 FOR ADULTS WITH AFACKIA. 3500 02:03:49,240 --> 02:03:56,160 SARAH ARE YOU HEAR YET? 3501 02:03:56,160 --> 02:03:59,440 >> SHE MAY NOT BE HERE. 3502 02:03:59,440 --> 02:04:02,240 >> THEY CHANGED HER TEACHING 3503 02:04:02,240 --> 02:04:04,240 TIME SO SHE WAS GOING TO TRY TO 3504 02:04:04,240 --> 02:04:10,960 GRAB US AFTER SHE FINISHED TEACH 3505 02:04:10,960 --> 02:04:11,240 TEACHING. 3506 02:04:11,240 --> 02:04:12,080 [ MULTIPLE SPEAKERS ] 3507 02:04:12,080 --> 02:04:13,960 >> I THINK WE'LL MOVE TO THE 3508 02:04:13,960 --> 02:04:14,280 COMMENTARY. 3509 02:04:14,280 --> 02:04:16,280 >> I THINK WE SHOULD MOVE AHEAD. 3510 02:04:16,280 --> 02:04:17,760 >> AND WE'LL COME BACK TO HER 3511 02:04:17,760 --> 02:04:19,360 WHEN SHE ARRIVES. 3512 02:04:19,360 --> 02:04:22,840 >> SO WE HAVE NOW COMMENTARY BY 3513 02:04:22,840 --> 02:04:24,960 STAKEHOLDERS, PRACTITIONERS, 3514 02:04:24,960 --> 02:04:25,280 RESEARCHERS. 3515 02:04:25,280 --> 02:04:28,240 AND WE'RE GOING TO START WITH 3516 02:04:28,240 --> 02:04:29,560 DENISE LOMBARDI. 3517 02:04:29,560 --> 02:04:32,040 ARE YOU HERE SOMEWHERE? 3518 02:04:32,040 --> 02:04:35,560 AND SHE IS A MOTHER AND HER SON, 3519 02:04:35,560 --> 02:04:37,560 RJ IS AN INDEPENDENT TYPIER. 3520 02:04:37,560 --> 02:04:40,960 SO ARE YOU READY? 3521 02:04:40,960 --> 02:04:43,480 >> DENISE LOMBARDI: I AM ALMOST 3522 02:04:43,480 --> 02:04:43,680 READY. 3523 02:04:43,680 --> 02:04:45,640 I'M JUST TRYING TO SHARE MY 3524 02:04:45,640 --> 02:04:49,760 SCREEN SO WE CAN GET RJ UP HERE. 3525 02:04:49,760 --> 02:04:52,480 CAN YOU SEE THE VIDEO? 3526 02:04:52,480 --> 02:04:53,560 >> YES. 3527 02:04:53,560 --> 02:04:53,920 >> WONDERFUL. 3528 02:04:53,920 --> 02:04:56,480 SO, HELLO TO YOU ALL. 3529 02:04:56,480 --> 02:04:58,320 THANK YOU VERY MUCH FOR THIS 3530 02:04:58,320 --> 02:05:00,480 OPPORTUNITY TO SPEAK ABOUT MY 3531 02:05:00,480 --> 02:05:01,680 SON, RJ. 3532 02:05:01,680 --> 02:05:03,560 MY NAME IS DENISE LOMBARDI. 3533 02:05:03,560 --> 02:05:08,360 AND MY SON, RJ, IS 19 YEARS OLD. 3534 02:05:08,360 --> 02:05:10,600 HE WAS DIAGNOSED WITH AUTISM 3535 02:05:10,600 --> 02:05:13,600 WHEN HE WAS 19 MONTHS OLD AND 3536 02:05:13,600 --> 02:05:15,200 EPILEPSY AT AGE TWO. 3537 02:05:15,200 --> 02:05:19,240 HE HAS A HOST OF OTHER 3538 02:05:19,240 --> 02:05:20,160 NEUROLOGICAL CONDITIONS. 3539 02:05:20,160 --> 02:05:22,960 AND I'M GOING TO TRY TO GIVE YOU 3540 02:05:22,960 --> 02:05:25,160 A LITTLE BIT OF HIS BACKGROUND 3541 02:05:25,160 --> 02:05:27,000 AND HOW WE GOT TO THIS POINT. 3542 02:05:27,000 --> 02:05:29,800 I HAVE TO TELL YOU I'M SO 3543 02:05:29,800 --> 02:05:33,120 EXCITED TO SEE MANY OF THESE 3544 02:05:33,120 --> 02:05:34,400 PRESENTERS TODAY AND I'M GOING 3545 02:05:34,400 --> 02:05:37,880 TO TALK A LITTLE BIT ABOUT HOW 3546 02:05:37,880 --> 02:05:41,680 WE USE THE ACCESSIBLE LITERACY 3547 02:05:41,680 --> 02:05:44,680 LEARNING PROGRAM BY DR. LIGHT 3548 02:05:44,680 --> 02:05:46,240 AND DR. DAVID MCNAUGHTON MANY 3549 02:05:46,240 --> 02:05:48,640 YEARS AGO. 3550 02:05:48,640 --> 02:05:55,080 SO MY SON WAS VERY OBVIOUSLY 3551 02:05:55,080 --> 02:05:56,880 IMPACTED BY HIS DISABILITY AT A 3552 02:05:56,880 --> 02:06:00,400 VERY EARLY AGE. 3553 02:06:00,400 --> 02:06:03,320 AND WE WILL TO CAMPAIGN FOR HIM 3554 02:06:03,320 --> 02:06:07,000 TO GET HIS DEVICE. 3555 02:06:07,000 --> 02:06:10,360 WE ARE GOING BACK TO PROBABLY 3556 02:06:10,360 --> 02:06:12,720 2007 WHEN HE RECEIVED HIS FIRST 3557 02:06:12,720 --> 02:06:13,000 DEVICE. 3558 02:06:13,000 --> 02:06:17,800 SO HE WAS JUST ABOUT 4 YEARS OF 3559 02:06:17,800 --> 02:06:17,960 AGE. 3560 02:06:17,960 --> 02:06:19,440 ONE OF THE REASONS WHY I 3561 02:06:19,440 --> 02:06:21,640 CAMPAIGNED FOR THIS DEVICE, IS I 3562 02:06:21,640 --> 02:06:24,840 JUST SUSPECTED IT WAS GOING TO 3563 02:06:24,840 --> 02:06:28,800 WORK FOR HIM BASED ON HIS 3564 02:06:28,800 --> 02:06:32,880 LEANINGS TOWARDS COMPUTERS AND 3565 02:06:32,880 --> 02:06:34,320 TECHNOLOGY. 3566 02:06:34,320 --> 02:06:37,200 AND LATER ON, ONCE WE FOUND 3567 02:06:37,200 --> 02:06:40,000 LITERACY FOR LEARNING PROGRAM, 3568 02:06:40,000 --> 02:06:41,520 ALMOST IMMEDIATELY I FELT THAT 3569 02:06:41,520 --> 02:06:43,960 THAT WAS ALSO GOING TO HELP HIM 3570 02:06:43,960 --> 02:06:49,120 TREMENDOUSLY BASED ON HIS EARLY 3571 02:06:49,120 --> 02:06:51,560 INCLINATIONS TOWARDS THE 3572 02:06:51,560 --> 02:06:51,800 ALPHABET. 3573 02:06:51,800 --> 02:06:55,400 AND HIS APPRECIATION FOR 3574 02:06:55,400 --> 02:06:55,640 PHONICS. 3575 02:06:55,640 --> 02:06:59,240 SO LET ME PLAY THIS VIDEO FOR 3576 02:06:59,240 --> 02:07:02,480 YOU. 3577 02:07:02,480 --> 02:07:12,640 [ VIDEO ] 3578 02:07:48,320 --> 02:07:49,680 I'M JUST GOING TO STOP SHARING 3579 02:07:49,680 --> 02:07:50,360 FOR A MINUTE. 3580 02:07:50,360 --> 02:07:53,040 WHAT IS OCCURRING IN THAT VIDEO 3581 02:07:53,040 --> 02:07:57,160 IS THAT HE IS TEACHING HIMSELF 3582 02:07:57,160 --> 02:08:00,840 HOW TO SPELL OUT A WORD. 3583 02:08:00,840 --> 02:08:01,760 AND BATHING SUIT IS SOMETHING 3584 02:08:01,760 --> 02:08:04,440 THAT IS HIGHLY REINFORCING -- HE 3585 02:08:04,440 --> 02:08:06,880 WANTED TO GO SWIMMING. 3586 02:08:06,880 --> 02:08:07,880 UNFORTUNATELY WE COULDN'T GRANT 3587 02:08:07,880 --> 02:08:09,880 THAT REQUEST AT THAT MOMENT. 3588 02:08:09,880 --> 02:08:11,040 BUT IT WAS ALSO SIGNIFICANT IN 3589 02:08:11,040 --> 02:08:13,360 THAT VIDEO YOU HEARD AND SAW IS 3590 02:08:13,360 --> 02:08:17,160 THAT HE PUSHED THE LETTER, Q. 3591 02:08:17,160 --> 02:08:19,080 AND HE KNEW IMMEDIATELY THAT WAS 3592 02:08:19,080 --> 02:08:20,760 SOMETHING THAT WAS INCORRECT. 3593 02:08:20,760 --> 02:08:22,160 SO HE DELETED IT. 3594 02:08:22,160 --> 02:08:25,960 I WAS LUCKY I WAS ABLE TO CATCH 3595 02:08:25,960 --> 02:08:29,080 THIS EVENT ON VIDEOTAPE. 3596 02:08:29,080 --> 02:08:32,960 THERE WAS ANOTHER EVENT NOT THAT 3597 02:08:32,960 --> 02:08:36,240 LONG AGO WHERE HE WANTED TO ASK 3598 02:08:36,240 --> 02:08:38,040 US FOR BRED STICKS AT OLIVE 3599 02:08:38,040 --> 02:08:41,200 GARDEN, ONE OF HIS FAVORITE 3600 02:08:41,200 --> 02:08:42,560 PLACES. 3601 02:08:42,560 --> 02:08:45,280 AND BRED STICKS IS NOT AN ICON 3602 02:08:45,280 --> 02:08:46,560 THAT IS PROGRAMMED IN HIS DEVICE 3603 02:08:46,560 --> 02:08:48,160 BUT BREAD IS. 3604 02:08:48,160 --> 02:08:53,160 SO HE DID THE SAME PROCESS OF 3605 02:08:53,160 --> 02:08:54,080 REFERENCING THE SCREEN -- I'M 3606 02:08:54,080 --> 02:08:56,880 SORRY IF I DIDN'T INCLUDE THAT 3607 02:08:56,880 --> 02:08:58,480 IN MY INITIAL EXPLANATION OF THE 3608 02:08:58,480 --> 02:08:58,680 VIDEO. 3609 02:08:58,680 --> 02:09:00,040 HE WAS GOING BACK-AND-FORTH 3610 02:09:00,040 --> 02:09:01,880 BETWEEN THE TWO PAGES TO SEE 3611 02:09:01,880 --> 02:09:03,560 WHAT THE SPELLING WAS. 3612 02:09:03,560 --> 02:09:05,560 SO ANYWAY, GOING BACK TO THE 3613 02:09:05,560 --> 02:09:06,680 BREAD STICKS EVENT. 3614 02:09:06,680 --> 02:09:10,000 HE STARTED TO TYPE OUT BREAD, 3615 02:09:10,000 --> 02:09:13,760 BASED ON THE ICON THAT HE SAW. 3616 02:09:13,760 --> 02:09:17,080 BUT STICKS IS NOT SOMETHING THAT 3617 02:09:17,080 --> 02:09:17,800 IS PROGRAMMED IN HIS DEVICE. 3618 02:09:17,800 --> 02:09:22,360 AND I THINK THIS IS WHERE PART 3619 02:09:22,360 --> 02:09:24,960 OF WHAT WE HAD DONE WITH THE 3620 02:09:24,960 --> 02:09:27,360 ACCESSIBLE LITERACY LEARNING. 3621 02:09:27,360 --> 02:09:28,800 IN HIS HEAD HE IS TRYING TO 3622 02:09:28,800 --> 02:09:32,160 FIGURE OUT, OKAY, WHAT SOUNDS 3623 02:09:32,160 --> 02:09:33,400 LIKE STICKS? 3624 02:09:33,400 --> 02:09:37,840 SO, HE DIDN'T NECESSARILY USE 3625 02:09:37,840 --> 02:09:39,000 THE LETTERS BUT HE REALIZED -- 3626 02:09:39,000 --> 02:09:40,600 AND THIS IS REALLY AN EFFICIENT 3627 02:09:40,600 --> 02:09:43,240 WAY OF COMMUNICATING -- THAT THE 3628 02:09:43,240 --> 02:09:47,280 NUMBER 6 WAS SUFFICIENT ENOUGH 3629 02:09:47,280 --> 02:09:50,760 FOR HIM TO TYPE OUT BREAD, THE 3630 02:09:50,760 --> 02:09:55,120 NUMBER 6, HIT THE SENTENCE, AND 3631 02:09:55,120 --> 02:09:57,680 HE SAID, BREAD STICKS. 3632 02:09:57,680 --> 02:09:58,640 GOOD! 3633 02:09:58,640 --> 02:09:58,880 PERFECT. 3634 02:09:58,880 --> 02:10:00,800 THAT'S AMAZING. 3635 02:10:00,800 --> 02:10:02,200 AND IT JUST GOES TO SHOW YOU 3636 02:10:02,200 --> 02:10:04,560 THAT EVEN THOUGH HE IS MINIMALLY 3637 02:10:04,560 --> 02:10:08,480 VERBAL AND SERIOUSLY DISABLED BY 3638 02:10:08,480 --> 02:10:11,080 HIS AUTUMN, THERE IS STILL SO 3639 02:10:11,080 --> 02:10:13,200 MUCH GOING ON. 3640 02:10:13,200 --> 02:10:14,760 AND ONE OF THE REASONS OR OTHER 3641 02:10:14,760 --> 02:10:18,600 REASONS WHY I USE THE LEARNING 3642 02:10:18,600 --> 02:10:20,480 LITERACY LEARNING PROGRAM, WAS 3643 02:10:20,480 --> 02:10:24,400 FOR THIS IDEA THAT -- I CAN 3644 02:10:24,400 --> 02:10:26,160 ALWAYS PROGRAM ICONS INTO HIS 3645 02:10:26,160 --> 02:10:28,760 DEVICE OF THINGS I KNOW THAT HE 3646 02:10:28,760 --> 02:10:30,760 KNOWS AND WANTS. 3647 02:10:30,760 --> 02:10:33,920 BUT WHAT IS GOING TO ENABLE HIM 3648 02:10:33,920 --> 02:10:35,800 TO TELL US THE THINGS THAT WE 3649 02:10:35,800 --> 02:10:37,720 DON'T KNOW THAT HE KNOWS? 3650 02:10:37,720 --> 02:10:40,960 AND I ALWAYS FELT THAT PHONICS 3651 02:10:40,960 --> 02:10:42,200 WAS THAT BRIDGE. 3652 02:10:42,200 --> 02:10:45,280 POTENTIALLY BE THAT BRIDGE FOR 3653 02:10:45,280 --> 02:10:45,480 HIM. 3654 02:10:45,480 --> 02:10:47,880 AND I HAVE TO TELL YOU, THIS 3655 02:10:47,880 --> 02:10:49,680 PROGRAM WASN'T PART OF HIS 3656 02:10:49,680 --> 02:10:50,480 STANDARD CURRICULUM. 3657 02:10:50,480 --> 02:10:51,640 THIS WAS SOMETHING THAT WE DID 3658 02:10:51,640 --> 02:10:53,400 WITH HIM AS PART OF OUR HOME 3659 02:10:53,400 --> 02:10:53,640 THERAPY. 3660 02:10:53,640 --> 02:10:55,000 IT'S SOMETHING THAT I CAN DO 3661 02:10:55,000 --> 02:10:59,280 WITH HIM SPECIFICALLY. 3662 02:10:59,280 --> 02:11:03,520 IT WASN'T IN A VERY STANDARDIZED 3663 02:11:03,520 --> 02:11:05,520 TYPE OF ENVIRONMENT. 3664 02:11:05,520 --> 02:11:06,600 THIS WAS JUST MOM BASICALLY 3665 02:11:06,600 --> 02:11:10,240 SITTING DOWN WITH HIM AND TRYING 3666 02:11:10,240 --> 02:11:14,200 TO TEACH HIM WHEN YOU PUT THESE 3667 02:11:14,200 --> 02:11:15,200 SOUNDS TOGETHER IT'S SIGNIFICANT 3668 02:11:15,200 --> 02:11:16,680 AND IT MEANS SOMETHING. 3669 02:11:16,680 --> 02:11:19,600 I THINK HE GETS THAT. 3670 02:11:19,600 --> 02:11:22,520 SO I CAN'T SAY THANK YOU ENOUGH 3671 02:11:22,520 --> 02:11:24,840 TO THE RESEARCHERS FOR THAT 3672 02:11:24,840 --> 02:11:25,080 PROGRAM. 3673 02:11:25,080 --> 02:11:28,880 I THINK THERE IS SO MUCH 3674 02:11:28,880 --> 02:11:29,200 POTENTIAL. 3675 02:11:29,200 --> 02:11:30,880 I'M SO INCREDIBLY PROUD OF HIM. 3676 02:11:30,880 --> 02:11:37,640 I WOULD LOVE TO SEE LITERACY 3677 02:11:37,640 --> 02:11:39,520 COMMUNICATION VIA A DEVICE. 3678 02:11:39,520 --> 02:11:41,760 I'D LOVE TO SIGH MORE RESEARCH 3679 02:11:41,760 --> 02:11:44,720 ON THAT AND FOR IT TO BE PART OF 3680 02:11:44,720 --> 02:11:45,920 A STANDARD CURRICULUM. 3681 02:11:45,920 --> 02:11:48,960 AND THANK YOU ALL SO MUCH FOR 3682 02:11:48,960 --> 02:11:51,360 LISTENING. 3683 02:11:51,360 --> 02:11:52,800 >> THANK YOU FOR SHARING. 3684 02:11:52,800 --> 02:11:55,840 THAT IS AN IMPORTANT COMMENT AND 3685 02:11:55,840 --> 02:11:59,040 ALSO GREAT TO SEE RJ. 3686 02:11:59,040 --> 02:12:00,280 SO THANK YOU. 3687 02:12:00,280 --> 02:12:03,480 SO NEXT WE HAVE HOWARD SHANE HAS 3688 02:12:03,480 --> 02:12:03,760 COMMENTS. 3689 02:12:03,760 --> 02:12:05,320 HE IS A SPEECH-LANGUAGE 3690 02:12:05,320 --> 02:12:13,960 PATHOLOGIST AND RESEARCHER. 3691 02:12:13,960 --> 02:12:14,920 HOWARD? 3692 02:12:14,920 --> 02:12:15,200 >> HELLO. 3693 02:12:15,200 --> 02:12:22,840 LET ME GET MY SCREEN UP. 3694 02:12:22,840 --> 02:12:24,400 I HAVE BEEN CHARGED WITH TALKING 3695 02:12:24,400 --> 02:12:28,920 ABOUT SOME NOVEL LANGUAGE 3696 02:12:28,920 --> 02:12:29,280 INTERVENTIONS. 3697 02:12:29,280 --> 02:12:30,240 AND LET'S GET RIGHT TO IT. 3698 02:12:30,240 --> 02:12:33,160 THIS IS MY RESEARCH TEAM AT 3699 02:12:33,160 --> 02:12:34,760 BOSTON CHILDREN'S HOSPITAL IN 3700 02:12:34,760 --> 02:12:38,120 THE AUTISM LANGUAGE PROGRAM. 3701 02:12:38,120 --> 02:12:41,440 MANY OF THE INNOVATIONS FOR 3702 02:12:41,440 --> 02:12:43,440 MINIMALLY VERBAL CHILDREN AND 3703 02:12:43,440 --> 02:12:45,520 ADULTS, ADOLESCENTS HAVE COME 3704 02:12:45,520 --> 02:12:47,040 FROM AUGMENTIVE AND ALTERNATIVE 3705 02:12:47,040 --> 02:12:47,360 COMMUNICATION. 3706 02:12:47,360 --> 02:12:50,440 SO I'M GOING TO PRETTY MUCH KEEP 3707 02:12:50,440 --> 02:12:58,320 FOCUSED ON THAT PARTICULAR GROUP 3708 02:12:58,320 --> 02:13:00,160 GROUP. 3709 02:13:00,160 --> 02:13:03,120 AND ARE YOU SEEING THIS? 3710 02:13:03,120 --> 02:13:07,240 AM I SHOWING ON THE SCREEN? 3711 02:13:07,240 --> 02:13:09,080 >> YOUR FACE ISN'T SHOWING, NO. 3712 02:13:09,080 --> 02:13:12,760 >> LET ME JUST FIX THAT. 3713 02:13:12,760 --> 02:13:13,680 THERE WE GO. 3714 02:13:13,680 --> 02:13:16,200 BACK TO THE SCREEN. 3715 02:13:16,200 --> 02:13:20,360 SORRY ABOUT THAT. 3716 02:13:20,360 --> 02:13:23,960 ONE THING THAT I'M AWARE OF 3717 02:13:23,960 --> 02:13:26,360 GIVEN MY EXPERIENCE AT BOSTON 3718 02:13:26,360 --> 02:13:28,000 CHILDREN'S WE SEE CLOSE TO 800 3719 02:13:28,000 --> 02:13:30,160 CHILDREN A YEAR IN OUR CENTER. 3720 02:13:30,160 --> 02:13:32,960 AND MOST OF THEM ARE MINIMALLY 3721 02:13:32,960 --> 02:13:33,240 VERBAL. 3722 02:13:33,240 --> 02:13:34,440 AND MINIMALLY VERBAL CHILDREN 3723 02:13:34,440 --> 02:13:36,880 ARE REALLY PRETTY UBIQUITOUS IN 3724 02:13:36,880 --> 02:13:39,040 OUR SCHOOL SYSTEMS. 3725 02:13:39,040 --> 02:13:40,960 AND SO, I'M GOING TRY TO FOCUS 3726 02:13:40,960 --> 02:13:43,000 ON THE KINDS OF INTERVENTIONS 3727 02:13:43,000 --> 02:13:50,480 WHERE WE ARE USING AAC. 3728 02:13:50,480 --> 02:13:51,560 JANICE DID A GREAT JOB. 3729 02:13:51,560 --> 02:13:55,160 I ALSO WANT TO TALK ABOUT 3730 02:13:55,160 --> 02:13:59,560 SOMETHING WE CALL SEEING QUEUES, 3731 02:13:59,560 --> 02:14:04,000 WHICH CAN BE BOTH STATIC -- 3732 02:14:04,000 --> 02:14:07,000 SYMBOLS THAT REPRESENT A EVENT 3733 02:14:07,000 --> 02:14:08,280 OR ACTIVITY. 3734 02:14:08,280 --> 02:14:10,200 HERE WE HAVE GUM BEE PUSHING A 3735 02:14:10,200 --> 02:14:10,360 CAR. 3736 02:14:10,360 --> 02:14:11,680 IT'S INTERESTING THAT YOU DON'T 3737 02:14:11,680 --> 02:14:15,560 ACTUALLY NEED TO BE ABLE TO 3738 02:14:15,560 --> 02:14:17,080 UNDERSTANDS LANGUAGE AND BE ABLE 3739 02:14:17,080 --> 02:14:18,280 TO PROCESS THIS AND CARRY OUT 3740 02:14:18,280 --> 02:14:20,400 THE ACTIVITY. 3741 02:14:20,400 --> 02:14:22,400 IF I HAVE THOSE TOYS ON THE 3742 02:14:22,400 --> 02:14:23,160 TABLE FOR EXAMPLE. 3743 02:14:23,160 --> 02:14:24,960 WE HAVE DONE A NUMBER OF STUDIES 3744 02:14:24,960 --> 02:14:27,000 THAT SHOW BY USING A SEEING 3745 02:14:27,000 --> 02:14:28,920 QUEUE, WE CAN INCREASE THE 3746 02:14:28,920 --> 02:14:30,680 DIRECTION FOLLOWING WHEN A 3747 02:14:30,680 --> 02:14:31,920 SPOKEN COMMAND IS SUPPLEMENTED 3748 02:14:31,920 --> 02:14:35,480 BY A STATIC OR DYNAMIC SCENE 3749 02:14:35,480 --> 02:14:35,720 QUEUES. 3750 02:14:35,720 --> 02:14:37,200 LET ME GIVE YOU AN EXAMPLE OF 3751 02:14:37,200 --> 02:14:37,880 THAT. 3752 02:14:37,880 --> 02:14:39,800 >> CAN YOU PUT GUM BEE IN THE 3753 02:14:39,800 --> 02:14:42,640 BED? 3754 02:14:42,640 --> 02:14:42,920 LOOK. 3755 02:14:42,920 --> 02:14:45,600 PUT GUM BEE IN THE BED. 3756 02:14:45,600 --> 02:14:46,600 YOU DID IT. 3757 02:14:46,600 --> 02:14:48,400 >> IT'S LIKE A LIGHT TURNS ON. 3758 02:14:48,400 --> 02:14:50,640 >> AND THEN CAN YOU MAKE GUM BEE 3759 02:14:50,640 --> 02:14:53,800 PUSH THE CAR? 3760 02:14:53,800 --> 02:14:54,120 LOOK. 3761 02:14:54,120 --> 02:14:57,120 CAN YOU MAKE GUM BEE PUSH THE 3762 02:14:57,120 --> 02:14:57,800 CAR? 3763 02:14:57,800 --> 02:14:58,520 LOOK. 3764 02:14:58,520 --> 02:14:59,280 HE'S PUSHING. 3765 02:14:59,280 --> 02:15:04,200 LET ME SHOW YOU A VIDEO. 3766 02:15:04,200 --> 02:15:05,800 PUSH THE CAR. 3767 02:15:05,800 --> 02:15:09,000 NICE! 3768 02:15:09,000 --> 02:15:10,760 >> SO I'LL COME BACK TO A LITTLE 3769 02:15:10,760 --> 02:15:13,040 BIT MORE TO MOVEMENT. 3770 02:15:13,040 --> 02:15:17,040 IN 2008, I DID A STUDY WHERE WE 3771 02:15:17,040 --> 02:15:18,040 SURVEYED FAMILIES ACROSS THE 3772 02:15:18,040 --> 02:15:20,640 COUNTRY AND THEIR INTEREST IN 3773 02:15:20,640 --> 02:15:23,440 ELECTRONIC SCREEN MEDIA AND WE 3774 02:15:23,440 --> 02:15:25,120 FOUND THAT ANIMATION ON 3775 02:15:25,120 --> 02:15:26,920 ELECTRONIC MEDIA WAS THE MOST 3776 02:15:26,920 --> 02:15:28,120 PREFERRED FORM OF ENTERTAINMENT 3777 02:15:28,120 --> 02:15:29,120 FOR THESE CHILDREN AND I THINK 3778 02:15:29,120 --> 02:15:30,640 THAT IS STILL TRUE TODAY. 3779 02:15:30,640 --> 02:15:33,000 IT CERTAINLY IS TRUE IF YOU ARE 3780 02:15:33,000 --> 02:15:34,560 TALKING WITH FAMILIES ABOUT 3781 02:15:34,560 --> 02:15:35,400 CHILDREN AND THEIR INTEREST IN 3782 02:15:35,400 --> 02:15:37,440 THE iPAD. 3783 02:15:37,440 --> 02:15:38,920 WINNIE THE POOH WAS THE MOST 3784 02:15:38,920 --> 02:15:40,200 APPEALING CHARACTER. 3785 02:15:40,200 --> 02:15:42,520 THAT HAS CHANGED SINCE 2008. 3786 02:15:42,520 --> 02:15:46,440 ABOUT YOU WHAT WE HAVE WITH 3787 02:15:46,440 --> 02:15:49,160 MEDIA AND WITH SCREENS AND 3788 02:15:49,160 --> 02:15:50,840 ANIMATION IS THAT NATURAL 3789 02:15:50,840 --> 02:15:51,760 PREDILECTION THAT MANY CHILDREN 3790 02:15:51,760 --> 02:15:54,040 AND ESPECIALLY I FOUND CHILDREN 3791 02:15:54,040 --> 02:15:56,840 WITH MINIMAL AUTISM HAVE A 3792 02:15:56,840 --> 02:15:59,720 PARTICULAR INTEREST IN. 3793 02:15:59,720 --> 02:16:02,040 SO, WE HAVE DESIGNED A SET OF 3794 02:16:02,040 --> 02:16:05,120 ANIMATIONS, 350 ANIMATED 3795 02:16:05,120 --> 02:16:08,040 GRAPHICS, VERBS AND 3796 02:16:08,040 --> 02:16:09,560 PREPPIZATIONS AND ADJECTIVES. 3797 02:16:09,560 --> 02:16:11,640 THESE ARE LANGUAGE UNITS THAT 3798 02:16:11,640 --> 02:16:13,040 ARE VERY DIFFICULT TO PROCESS. 3799 02:16:13,040 --> 02:16:16,240 THIS IS A STATIC IMAGE 3800 02:16:16,240 --> 02:16:19,840 REPRESENTING CLIMB TO THE IMAGE 3801 02:16:19,840 --> 02:16:22,800 IMAGE -- 3802 02:16:22,800 --> 02:16:24,360 >> CLIMB. 3803 02:16:24,360 --> 02:16:26,960 >> SO WE CONDUCTED A NUMBER OF 3804 02:16:26,960 --> 02:16:29,080 STUDIES JUST LOOKING AT THE 3805 02:16:29,080 --> 02:16:31,680 DIFFERENCE BETWEEN LEARNING ANN: 3806 02:16:31,680 --> 02:16:33,480 MATED GRAPHIC VERSUS A STATIC 3807 02:16:33,480 --> 02:16:34,280 GRAPHIC. 3808 02:16:34,280 --> 02:16:36,840 WHAT WE LEARNED TYPICALLY 3809 02:16:36,840 --> 02:16:39,320 DEVELOPING CHILDREN THAT GRAPHIC 3810 02:16:39,320 --> 02:16:42,640 SYMBOLS ARE MORE READILY NOTED 3811 02:16:42,640 --> 02:16:43,960 DEVELOPMENTAL AFFECT. 3812 02:16:43,960 --> 02:16:46,360 ANIMATED SYMBOLS DO BETTER THAN 3813 02:16:46,360 --> 02:16:47,000 STRA ADDITIONAL STATIC SYMBOLS. 3814 02:16:47,000 --> 02:16:49,360 WE EVEN ADDED SOUND AS YOU HEARD 3815 02:16:49,360 --> 02:16:51,960 AND THAT IMPROVES NAMING OF THE 3816 02:16:51,960 --> 02:16:52,800 ANIMATED SYMBOLS. 3817 02:16:52,800 --> 02:16:55,680 IN CHILDREN WITH ASD, IN STUDIES 3818 02:16:55,680 --> 02:16:58,240 WE CONDUCTED, GRAPHIC SYMBOLS 3819 02:16:58,240 --> 02:16:59,160 FOR VERBS ARE IDENTIFIED MORE 3820 02:16:59,160 --> 02:17:01,360 READILY WHEN ANIMATED. 3821 02:17:01,360 --> 02:17:03,560 I WANT TO NOW SHARE WITH YOU 3822 02:17:03,560 --> 02:17:06,800 SOMETHING, A PILOT STUDY WE JUST 3823 02:17:06,800 --> 02:17:09,280 PUBLISHED THAT NICOLE DID. 3824 02:17:09,280 --> 02:17:13,560 AND WHAT WE HAVE HERE IS A 3825 02:17:13,560 --> 02:17:15,360 SYMBOL STRING WITH WOODY PUSHING 3826 02:17:15,360 --> 02:17:17,880 A CAR AND WITHOUT ANY 3827 02:17:17,880 --> 02:17:18,360 INSTRUCTION. 3828 02:17:18,360 --> 02:17:21,280 BY ADDING THE ANIMATED GRAPHIC 3829 02:17:21,280 --> 02:17:23,280 FOR PUSH AND OTHERS INCLUDED 3830 02:17:23,280 --> 02:17:26,080 DRAW AND WRITE AND BOUNCE, WE 3831 02:17:26,080 --> 02:17:27,960 FOUND THAT ALL OF THE 3832 02:17:27,960 --> 02:17:29,400 PARTICIPANTS WHO ARE ALL 3833 02:17:29,400 --> 02:17:33,400 MINIMALLY VERBAL PARTICIPANTS, 3834 02:17:33,400 --> 02:17:33,960 COMPREHENDED A SUBJECT VERB 3835 02:17:33,960 --> 02:17:34,880 SENTENCE STRING WITHOUT ANY 3836 02:17:34,880 --> 02:17:35,280 INSTRUCTION. 3837 02:17:35,280 --> 02:17:37,240 THAT'S A PILOT WHICH WE ARE 3838 02:17:37,240 --> 02:17:39,680 GOING TO LOOK AT REPLICATING. 3839 02:17:39,680 --> 02:17:41,080 WE ARE IN THE PROCESS OF DOING 3840 02:17:41,080 --> 02:17:41,880 THAT NOW. 3841 02:17:41,880 --> 02:17:44,760 SO WHAT DO WE STILL NEED TO DO? 3842 02:17:44,760 --> 02:17:47,080 DO CHILDREN WITH ASD DO AS WELL 3843 02:17:47,080 --> 02:17:49,160 AS TYPICAL CHILDREN WITH 3844 02:17:49,160 --> 02:17:51,080 ANIMATION WHEN MATCHED ONE TO 3845 02:17:51,080 --> 02:17:51,320 ANOTHER? 3846 02:17:51,320 --> 02:17:53,800 IS THERE A DEVELOPMENTAL EFFECT? 3847 02:17:53,800 --> 02:17:55,880 CAN WE OPTIMIZE ANIMATED SYMBOLS 3848 02:17:55,880 --> 02:17:58,600 BY SPEED, LOOPING ENVIRONMENTAL 3849 02:17:58,600 --> 02:17:58,800 SOUNDS? 3850 02:17:58,800 --> 02:18:00,280 JUST POINTING OUT THERE IS A LOT 3851 02:18:00,280 --> 02:18:02,520 OF WHO, THAT NEEDS TO BE DONE. 3852 02:18:02,520 --> 02:18:04,880 CAN CHILDREN WITH ASD LEARN TO 3853 02:18:04,880 --> 02:18:08,840 USE SELF-DIRECTED ARNIMATION? 3854 02:18:08,840 --> 02:18:10,120 CAN IT SERVE AS A SCAFFOLD TO 3855 02:18:10,120 --> 02:18:12,200 THE UNDERSTANDING USE OF STATIC 3856 02:18:12,200 --> 02:18:15,280 VERBS AND PREPOSITIONS SYMBOLS? 3857 02:18:15,280 --> 02:18:16,400 AND WHAT IS THE ROLE OF 3858 02:18:16,400 --> 02:18:18,120 ANIMATION FOR UNDERSTANDING 3859 02:18:18,120 --> 02:18:21,120 GRAPHIC SYMBOL SENTENCES? 3860 02:18:21,120 --> 02:18:22,760 AND AS JANICE MENTIONED IN HER 3861 02:18:22,760 --> 02:18:24,920 TALK, THE IMPORTANCE OF TRYING 3862 02:18:24,920 --> 02:18:25,480 TO TEACH GENITIVE LANGUAGE. 3863 02:18:25,480 --> 02:18:27,800 WE ARE REALLY ALL ABOUT TEACHING 3864 02:18:27,800 --> 02:18:28,400 GENITIVE LANGUAGE. 3865 02:18:28,400 --> 02:18:30,080 AND I THINK ANIMATION AND THE 3866 02:18:30,080 --> 02:18:32,200 USE OF THESE GRAPHICS MAKE A 3867 02:18:32,200 --> 02:18:33,160 DIFFERENCE. 3868 02:18:33,160 --> 02:18:36,120 WE JUST FINISHED A SCOPING 3869 02:18:36,120 --> 02:18:36,440 REVIEW AGAIN. 3870 02:18:36,440 --> 02:18:37,880 THE WE REALLY THINK THAT 3871 02:18:37,880 --> 02:18:39,680 ANIMATION IS AN IMPORTANT 3872 02:18:39,680 --> 02:18:41,800 VARIABLE IN THE FUTURE OF 3873 02:18:41,800 --> 02:18:43,080 WORKING WITH THIS GROUP OF 3874 02:18:43,080 --> 02:18:43,400 INDIVIDUALS. 3875 02:18:43,400 --> 02:18:45,800 I WANT TO TALK A MOMENT NOW 3876 02:18:45,800 --> 02:18:48,120 ABOUT AUGMENTED REALITY. 3877 02:18:48,120 --> 02:18:51,000 IT'S A PROMISING TECHNOLOGY. 3878 02:18:51,000 --> 02:18:52,920 WE HAVE CREATED SOMETHING CALLED 3879 02:18:52,920 --> 02:18:53,680 LEARN TO PLAY. 3880 02:18:53,680 --> 02:18:56,680 IT'S AN APP THAT WAS DONE IN 3881 02:18:56,680 --> 02:18:58,960 PARTNERSHIP WITH PTC 3882 02:18:58,960 --> 02:18:59,360 CORPORATION. 3883 02:18:59,360 --> 02:19:02,400 I WANT TO JUST SHOW THIS SO YOU 3884 02:19:02,400 --> 02:19:04,200 WILL SEE HOW ONE COULD 3885 02:19:04,200 --> 02:19:07,040 POTENTIALLY USE AUGMENTED 3886 02:19:07,040 --> 02:19:07,240 REALITY. 3887 02:19:07,240 --> 02:19:08,000 WE AILS HAD AN AGREEMENT WITH 3888 02:19:08,000 --> 02:19:13,080 FISHER PRICE TO USE THEIR FISHER 3889 02:19:13,080 --> 02:19:15,920 PRICE FARM SCENE. 3890 02:19:15,920 --> 02:19:20,920 [ VIDEO ] 3891 02:19:20,920 --> 02:19:21,600 >> RIDES, HORSE. 3892 02:19:21,600 --> 02:19:24,000 A BOY RIDES A HORSE. 3893 02:19:24,000 --> 02:19:25,520 >> SO YOU'RE LOOKING THROUGH AN 3894 02:19:25,520 --> 02:19:27,600 iPAD AT THE SCENE AND IT 3895 02:19:27,600 --> 02:19:34,000 CREATES THIS ANIMATION. 3896 02:19:34,000 --> 02:19:34,520 >> PIG. 3897 02:19:34,520 --> 02:19:36,200 OPEN. 3898 02:19:36,200 --> 02:19:36,440 WINDOW. 3899 02:19:36,440 --> 02:19:39,600 THE PIG OPENS THE WINDOW. 3900 02:19:39,600 --> 02:19:40,920 >> YOU SEE WHAT WE ARE TRYING TO 3901 02:19:40,920 --> 02:19:44,160 DO IS TEACH THE SYMBOL STRING 3902 02:19:44,160 --> 02:19:47,040 USING AUGMENTED REALITY. 3903 02:19:47,040 --> 02:19:49,120 SO IT'S MORE ACCESSIBLE IN 3904 02:19:49,120 --> 02:19:50,440 EDUCATION OR WILL BE DUE TO THE 3905 02:19:50,440 --> 02:19:52,520 MORE ACCESSIBLE TECHNOLOGICAL 3906 02:19:52,520 --> 02:19:54,320 ADVANCES HAPPENING CURRENTLY. 3907 02:19:54,320 --> 02:19:57,440 IT'S A POSSIBLE VIABLE TOOL FOR 3908 02:19:57,440 --> 02:19:58,640 TEACHING IMITATION PLAY AND 3909 02:19:58,640 --> 02:20:02,760 DIRECTION FOLLOWING. 3910 02:20:02,760 --> 02:20:05,000 THE GREATER ENGAGEMENT THE MORE 3911 02:20:05,000 --> 02:20:06,480 PARTICIPATION BY THE SUBJECTS -- 3912 02:20:06,480 --> 02:20:07,600 THAT'S PROTY OBVIOUS. 3913 02:20:07,600 --> 02:20:10,520 ONE OF THE QUESTIONS WE HAVE 3914 02:20:10,520 --> 02:20:12,040 ASKED IS, IS IT ANY BETTER THAN 3915 02:20:12,040 --> 02:20:13,600 VIDEO MODELING? 3916 02:20:13,600 --> 02:20:15,440 IS IT BETTER THAN WHAT DAVID WAS 3917 02:20:15,440 --> 02:20:15,720 DESCRIBING? 3918 02:20:15,720 --> 02:20:17,440 THERE IS A LOT OF WORK TO BE 3919 02:20:17,440 --> 02:20:19,320 DONE HERE BUT THEIR HAS BEEN A 3920 02:20:19,320 --> 02:20:21,040 CALL TODAY FOR LOOKING INTO SOME 3921 02:20:21,040 --> 02:20:22,920 OF THE NEWER TECHNOLOGIES AND 3922 02:20:22,920 --> 02:20:24,120 THIS IS JUST AN IDEA. 3923 02:20:24,120 --> 02:20:27,520 WE THINK IT HAS A GREAT 3924 02:20:27,520 --> 02:20:27,840 POTENTIAL. 3925 02:20:27,840 --> 02:20:31,240 SO IS THERE A DEVELOPMENTAL 3926 02:20:31,240 --> 02:20:31,920 EFFECT? 3927 02:20:31,920 --> 02:20:33,520 WOULD THAT THEY DO AS WELL WITH 3928 02:20:33,520 --> 02:20:35,800 VIDEO MODELING? 3929 02:20:35,800 --> 02:20:37,360 HOW COULD THIS BE OPTIMIZED IN 3930 02:20:37,360 --> 02:20:38,280 THE FUTURE? 3931 02:20:38,280 --> 02:20:41,360 AND IT COULD BE A GREAT LEARNING 3932 02:20:41,360 --> 02:20:43,760 PLATFORM BUT WE HAVE GOT A WAYS 3933 02:20:43,760 --> 02:20:44,160 TO GO. 3934 02:20:44,160 --> 02:20:47,240 I WANT TO TALK NOW, JANICE 3935 02:20:47,240 --> 02:20:48,040 MENTIONED JUST IN TIME. 3936 02:20:48,040 --> 02:20:52,560 I WAS PART OF AN RERC BACK IN 3937 02:20:52,560 --> 02:20:55,440 2008-2015 AND WE STARTED TALKING 3938 02:20:55,440 --> 02:20:56,680 ABOUT A JIT. 3939 02:20:56,680 --> 02:20:58,440 IT COMES OUT OF BUSINESS 3940 02:20:58,440 --> 02:20:59,560 STRATEGIES TO STREAMLINE 3941 02:20:59,560 --> 02:21:00,880 PRODUCTION ON AN ASSEMBLY LINE 3942 02:21:00,880 --> 02:21:03,440 AND WE TRIED TO USE THAT 3943 02:21:03,440 --> 02:21:05,320 THINKING IN AAC WORK. 3944 02:21:05,320 --> 02:21:07,000 AND WE HAVE DONE A PAPER ON 3945 02:21:07,000 --> 02:21:07,360 THAT. 3946 02:21:07,360 --> 02:21:08,960 THAT IS NOT IMPORTANT HERE. 3947 02:21:08,960 --> 02:21:11,640 HOW IT APPLIES TO AAC AND 3948 02:21:11,640 --> 02:21:13,640 MINIMALLY VERBAL? 3949 02:21:13,640 --> 02:21:17,080 THE RICH TECHNOLOGY AVAILABLE 3950 02:21:17,080 --> 02:21:19,840 ENABLES PRACTICAL&AND EFFICIENT 3951 02:21:19,840 --> 02:21:22,040 JIT APPLICATIONS QUEUES AND 3952 02:21:22,040 --> 02:21:22,320 REMINDERS. 3953 02:21:22,320 --> 02:21:24,040 I'LL SHOW YOU IN A MOMENT HOW TO 3954 02:21:24,040 --> 02:21:26,800 DELIVER SOME SCENE QUEUES. 3955 02:21:26,800 --> 02:21:30,680 AND ALSO USING IT TO RAPIDLY 3956 02:21:30,680 --> 02:21:31,160 CREATE SCENES. 3957 02:21:31,160 --> 02:21:33,760 AND WE SAW SOME OF THAT IN THE 3958 02:21:33,760 --> 02:21:35,280 WORK THAT DAVID PRESENTED AND 3959 02:21:35,280 --> 02:21:36,640 ALSO THE SNAPCHAT WHICH I'M 3960 02:21:36,640 --> 02:21:38,960 GOING TO SHOW QUICKLY IS 3961 02:21:38,960 --> 02:21:41,400 SOMETHING THAT WAS ALSO DONE IN 3962 02:21:41,400 --> 02:21:43,080 JANICE'S LAB AT PENN STATE. 3963 02:21:43,080 --> 02:21:45,440 I'M ALSO GO TO SHOW YOU SOMING 3964 02:21:45,440 --> 02:21:46,880 CALLED QUICK PICK. 3965 02:21:46,880 --> 02:21:50,080 ONE PROJECT THAT WE DID AND THE 3966 02:21:50,080 --> 02:21:53,480 WORK WAS CARRIED OUT BY AMANDA 3967 02:21:53,480 --> 02:21:54,200 AT OUR SHOP. 3968 02:21:54,200 --> 02:21:55,880 IT WAS LOOKING AT THE USE OF THE 3969 02:21:55,880 --> 02:21:56,600 APPLE WATCH. 3970 02:21:56,600 --> 02:21:58,080 AND THE FIRST STUDY WE DID WAS 3971 02:21:58,080 --> 02:22:01,800 LOOKING AT WHETHER THE APPLE 3972 02:22:01,800 --> 02:22:03,520 WATCH, WHETHER YOU COULD PRESENT 3973 02:22:03,520 --> 02:22:04,960 A QUEUE, SEND A QUEUE TO A WATCH 3974 02:22:04,960 --> 02:22:06,800 AND WOULD IT BE INTERPRETED AS 3975 02:22:06,800 --> 02:22:08,760 EASILY AS IT WOULD BE ON AN 3976 02:22:08,760 --> 02:22:09,000 IPAD? 3977 02:22:09,000 --> 02:22:10,720 WE FOUND IT COULD BE. 3978 02:22:10,720 --> 02:22:12,560 COULD WE GET CHILDREN WITH 3979 02:22:12,560 --> 02:22:14,920 MINIMAL WATCHES TO BE ABLE TO 3980 02:22:14,920 --> 02:22:16,360 MINIMALLY VERBAL TO BE ABLE TO 3981 02:22:16,360 --> 02:22:18,360 WEAR THE WATCH, IN WHICH WE 3982 02:22:18,360 --> 02:22:20,280 COULD AND THEN WE COULD TEACH 3983 02:22:20,280 --> 02:22:21,600 THEM TO IDENTIFY THAT QUEUE AND 3984 02:22:21,600 --> 02:22:22,600 THEN LOOK AT THE WATCH AND BE 3985 02:22:22,600 --> 02:22:24,600 ABLE TO FOLLOW THE DIRECTIVE. 3986 02:22:24,600 --> 02:22:26,720 AND WE FOUND IN THAT STUDY THAT 3987 02:22:26,720 --> 02:22:28,120 THEY ALSO COULD. 3988 02:22:28,120 --> 02:22:30,720 AND THEN WE HAD A PRACTICAL 3989 02:22:30,720 --> 02:22:32,920 APPLICATION IN A CLASSROOM IN 3990 02:22:32,920 --> 02:22:36,520 THE SCHOOL SYSTEM IN UPSTATE 3991 02:22:36,520 --> 02:22:37,520 NEW YORK. 3992 02:22:37,520 --> 02:22:38,920 >> DR. COOPER: HOWARD, ARE YOU 3993 02:22:38,920 --> 02:22:39,800 JUST ABOUT DONE? 3994 02:22:39,800 --> 02:22:41,720 WE ARE ALMOST AT THE TIME LIMIT. 3995 02:22:41,720 --> 02:22:42,000 >> OKAY. 3996 02:22:42,000 --> 02:22:43,320 THIS IS AN EXAMPLE OF THAT. 3997 02:22:43,320 --> 02:22:49,200 I WANT TO SHOW YOU AN EXAMPLE OF 3998 02:22:49,200 --> 02:22:50,520 USING ARTIFICIAL INTELLIGENCE. 3999 02:22:50,520 --> 02:22:53,800 IN THIS CASE, THIS IS AN APP 4000 02:22:53,800 --> 02:22:55,320 CALLED QUICK PICK. 4001 02:22:55,320 --> 02:22:57,640 AND IT IS BEING DEVELOPED RIGHT 4002 02:22:57,640 --> 02:23:01,280 NOW WITH A GRANT FROM THE APP 4003 02:23:01,280 --> 02:23:03,640 FACTORY. 4004 02:23:03,640 --> 02:23:05,640 YOU TAKE A PICTURE AND IN FIVE 4005 02:23:05,640 --> 02:23:07,720 SECONDS YOU END UP WITH THIS 4006 02:23:07,720 --> 02:23:09,920 GRID WHICH REFLECTS THE CONTENT 4007 02:23:09,920 --> 02:23:16,120 WITHIN THAT PICTURE. 4008 02:23:16,120 --> 02:23:17,440 I WAS GOING TO MENTION A FEW 4009 02:23:17,440 --> 02:23:19,320 OTHER THINGS. 4010 02:23:19,320 --> 02:23:21,160 USING A HEADSET AND THE QUESTION 4011 02:23:21,160 --> 02:23:25,200 IS, ARE WE ABLE TO USE A HEADSET 4012 02:23:25,200 --> 02:23:27,720 AND WILL IT MAKE A DIFFERENCE? 4013 02:23:27,720 --> 02:23:28,880 I THINK IT IS QUESTIONABLE 4014 02:23:28,880 --> 02:23:31,000 WHETHER IT WILL WORK WITH 4015 02:23:31,000 --> 02:23:32,000 MINIMALLY VERBAL CHILDREN BUT I 4016 02:23:32,000 --> 02:23:33,720 THINK THAT NEEDS TO BE EXPLORED. 4017 02:23:33,720 --> 02:23:35,840 AND ALSO, VIRTUAL REALITY I 4018 02:23:35,840 --> 02:23:38,160 THINK HAS SOME PLAUSIBLE 4019 02:23:38,160 --> 02:23:39,120 APPLICATIONS FOR INDIVIDUALS 4020 02:23:39,120 --> 02:23:40,760 LEVEL 1 AUTISM. 4021 02:23:40,760 --> 02:23:46,360 THE OTHER THING THAT I WOULD 4022 02:23:46,360 --> 02:23:56,920 JUST MENTION WOULD BE THE FINAL 4023 02:23:57,640 --> 02:23:59,880 THING -- GREATER FOCUS ON 4024 02:23:59,880 --> 02:24:00,360 LANGUAGE, COMPREHENSION 4025 02:24:00,360 --> 02:24:02,560 INSTRUCTION IS IMPORTANT. 4026 02:24:02,560 --> 02:24:04,560 AND SOME OF THE WORK IS FOCUSING 4027 02:24:04,560 --> 02:24:05,160 ON THAT. 4028 02:24:05,160 --> 02:24:08,840 THE GREATER USE OF 4029 02:24:08,840 --> 02:24:09,440 RECOMMEMORATIVE GENERATION. 4030 02:24:09,440 --> 02:24:11,280 GREATER FOCUS ON GENITIVE 4031 02:24:11,280 --> 02:24:14,080 LANGUAGE AND LEARNING. 4032 02:24:14,080 --> 02:24:15,360 NOT MEMORIZING SCRIPPS. 4033 02:24:15,360 --> 02:24:19,080 AAC SHIFT NO LONGER EXCLUSIVE 4034 02:24:19,080 --> 02:24:21,520 FOCUSING ON EXEXPRESSIVE OUTPUT. 4035 02:24:21,520 --> 02:24:22,600 MORE PARENT TRAINING WHICH WAS 4036 02:24:22,600 --> 02:24:26,280 CLEAR FROM ONE OF THE TALKS. 4037 02:24:26,280 --> 02:24:28,640 AND AS DISCUSSED SIGNIFICANT 4038 02:24:28,640 --> 02:24:30,440 RESEARCH SHOWING AAC LEADS TO 4039 02:24:30,440 --> 02:24:33,160 INCREASE SPOKEN LANGUAGE AND 4040 02:24:33,160 --> 02:24:35,800 THIS PRIMARY EVIDENCE ON SYNTAX 4041 02:24:35,800 --> 02:24:39,080 ACQUISITION USING SOME OF THESE 4042 02:24:39,080 --> 02:24:40,280 VISUAL SUPPORTS. 4043 02:24:40,280 --> 02:24:42,200 AND THE QUESTION NOW REMAINS IN 4044 02:24:42,200 --> 02:24:47,480 MY LAST POINT IS, WHEN DO WE 4045 02:24:47,480 --> 02:24:48,480 DECIDE BECAUSE OF THE NARROW 4046 02:24:48,480 --> 02:24:51,360 AMOUNT OF TIME THAT WE HAVE IN 4047 02:24:51,360 --> 02:24:53,480 SCHOOLS AND IN AGENCIES TO 4048 02:24:53,480 --> 02:24:54,480 PROVIDE INTERVENTION. 4049 02:24:54,480 --> 02:24:56,600 HOW DO WE DECIDE HOW MUCH TIME 4050 02:24:56,600 --> 02:24:58,160 WE ARE GOING TO PUT INTO AAC 4051 02:24:58,160 --> 02:24:59,560 INTERVENTION ALONE OR ARE WE 4052 02:24:59,560 --> 02:25:01,400 GOING TO BE DOING AAC PLUS 4053 02:25:01,400 --> 02:25:02,800 SPEECH TRAINING? 4054 02:25:02,800 --> 02:25:06,760 AND THAT NEEDS TO BE LOOKED AT. 4055 02:25:06,760 --> 02:25:09,680 THANK YOU. 4056 02:25:09,680 --> 02:25:11,800 >> THANK YOU, HOWARD. 4057 02:25:11,800 --> 02:25:12,800 THAT'S GREAT. 4058 02:25:12,800 --> 02:25:13,800 LOTS TO THINK ABOUT. 4059 02:25:13,800 --> 02:25:15,400 I THINK EVERYONE IS PROVIDING 4060 02:25:15,400 --> 02:25:16,240 LOTS TO THINK ABOUT. 4061 02:25:16,240 --> 02:25:18,200 AND NOW WE HAVE ALLISON SINGER 4062 02:25:18,200 --> 02:25:20,880 WHO WILL GIVE US MORE TO TALK 4063 02:25:20,880 --> 02:25:21,800 ABOUT. 4064 02:25:21,800 --> 02:25:23,280 >> HI, EVERYONE. 4065 02:25:23,280 --> 02:25:26,800 I WANT TO ALSO SHARE MY 4066 02:25:26,800 --> 02:25:28,000 APPRECIATION TO THE WEBINAR 4067 02:25:28,000 --> 02:25:29,600 HOSTS AND EVERYONE WHO WORKED SO 4068 02:25:29,600 --> 02:25:31,120 HARD TO PUT THIS TOGETHER. 4069 02:25:31,120 --> 02:25:33,600 I KNOW IT TAKES A LOT OF WORK 4070 02:25:33,600 --> 02:25:36,520 AND PLANNING TO MAKE A WEBINAR 4071 02:25:36,520 --> 02:25:37,960 LIKE THIS LOOK EFFORTLESS. 4072 02:25:37,960 --> 02:25:39,400 SO THANK YOU FOR ALL THE WORK 4073 02:25:39,400 --> 02:25:39,880 YOU DID. 4074 02:25:39,880 --> 02:25:42,680 I AM THE MOM OF A 25-YEAR-OLD 4075 02:25:42,680 --> 02:25:44,320 DAUGHTER WITH PROFOUND AUTISM. 4076 02:25:44,320 --> 02:25:45,920 SHE IS MINIMALLY VERBAL. 4077 02:25:45,920 --> 02:25:47,800 ALSO THE PRESIDENT OF THE OPTIC 4078 02:25:47,800 --> 02:25:49,440 AND SCIENCE FOUNDATION WHICH IS 4079 02:25:49,440 --> 02:25:52,200 A FOUNDATION THAT FOCUSES ON 4080 02:25:52,200 --> 02:25:52,800 AUTISM RESEARCH. 4081 02:25:52,800 --> 02:25:55,400 I HAVE BEEN IN THIS FIELD 4082 02:25:55,400 --> 02:25:57,480 PROFESSIONALLY SINCE 2005. 4083 02:25:57,480 --> 02:25:58,880 BEFORE THAT I WAS A VOLUNTEER. 4084 02:25:58,880 --> 02:26:02,200 AND SINCE THAT TIME, I AGREE 4085 02:26:02,200 --> 02:26:04,920 THERE HAS BEEN TREMENDOUS CHANGE 4086 02:26:04,920 --> 02:26:06,760 IN THE FIELD, A LOT MORE 4087 02:26:06,760 --> 02:26:09,560 RESEARCH AND THIS HAS BEEN OF 4088 02:26:09,560 --> 02:26:11,480 GREAT BENEFIT TO MANY PEOPLE 4089 02:26:11,480 --> 02:26:14,200 WITH AUTISM, PARTICULARLY I 4090 02:26:14,200 --> 02:26:16,800 THINK WHAT WE SAW TODAY WAS 4091 02:26:16,800 --> 02:26:18,280 TREMENDOUS INCREASE IN THE 4092 02:26:18,280 --> 02:26:20,720 DEVELOPMENT OF ALTERNATIVE 4093 02:26:20,720 --> 02:26:23,040 DEVICES, THEIR USE, THEIR 4094 02:26:23,040 --> 02:26:24,920 ACCEPTANCE IN THE COMMUNITY. 4095 02:26:24,920 --> 02:26:27,440 I THINK THAT IS IN MANY WAYS HAS 4096 02:26:27,440 --> 02:26:30,040 BEEN DRIVEN BY THE KNOWLEDGE 4097 02:26:30,040 --> 02:26:31,840 THAT THEY DON'T AFFECT A 4098 02:26:31,840 --> 02:26:33,440 PERSON'S ABILITY TO PRODUCE 4099 02:26:33,440 --> 02:26:36,120 SPEECH BUT THEY ENHANCE THEIR 4100 02:26:36,120 --> 02:26:37,240 ABILITY TO DEVELOP SPEECH. 4101 02:26:37,240 --> 02:26:41,400 I THINK WE HAVE SEEN TODAY MANY 4102 02:26:41,400 --> 02:26:44,200 EXAMPLES OF THE DEVELOPMENT OF 4103 02:26:44,200 --> 02:26:45,960 TECHNOLOGY TO SUPPORT SPEECH, TO 4104 02:26:45,960 --> 02:26:51,360 IN SOME CASES REPLACE SPEECH. 4105 02:26:51,360 --> 02:26:54,280 AND I THINK WHAT WE HAVE SEEN AS 4106 02:26:54,280 --> 02:26:55,720 WHEN THE PRESENTERS DESCRIBED, 4107 02:26:55,720 --> 02:26:57,840 AN UNDERSTANDING THAT IN SOME 4108 02:26:57,840 --> 02:27:02,440 CASES OF AUTISM, THE ISSUE WAS 4109 02:27:02,440 --> 02:27:04,240 THE INABILITY TO PHYSICALLY 4110 02:27:04,240 --> 02:27:06,360 PRODUCE SPEECH. 4111 02:27:06,360 --> 02:27:08,720 SO APPROXIA. 4112 02:27:08,720 --> 02:27:10,320 THE IDEA GENERATION AND 4113 02:27:10,320 --> 02:27:12,120 RECEPTIVE LANGUAGE WAS 4114 02:27:12,120 --> 02:27:13,040 RELATIVELY INTACT. 4115 02:27:13,040 --> 02:27:16,440 SO, YOU KNOW, AGAIN, I THINK WE 4116 02:27:16,440 --> 02:27:17,960 HAVE A MADE TREMENDOUS STRIDES. 4117 02:27:17,960 --> 02:27:21,240 WE ALSO HAVE SEEN AND ACCEPTED 4118 02:27:21,240 --> 02:27:23,800 THERE IS HUGE HETEROGENEITY, 4119 02:27:23,800 --> 02:27:25,720 EVEN WITHIN THE FIELD OF 4120 02:27:25,720 --> 02:27:26,560 MINIMALLY VERBAL. 4121 02:27:26,560 --> 02:27:28,720 WHERE WE NEED TO CONTINUE TO 4122 02:27:28,720 --> 02:27:30,720 FOCUS OUR ENERGY AND EFFORTS IS 4123 02:27:30,720 --> 02:27:32,520 ON THOSE WHO ARE STILL LEFT 4124 02:27:32,520 --> 02:27:32,840 BEHIND. 4125 02:27:32,840 --> 02:27:34,640 SO PARTICULARLY THOSE -- AND 4126 02:27:34,640 --> 02:27:36,840 THERE ARE SOME WHO DON'T LIKE 4127 02:27:36,840 --> 02:27:37,120 TECHNOLOGY. 4128 02:27:37,120 --> 02:27:40,040 WHO FIND THE USE OF AN iPAD 4129 02:27:40,040 --> 02:27:40,280 AVERSIVE. 4130 02:27:40,280 --> 02:27:44,520 WE HAVE TO FOCUS ON WAYS TO HELP 4131 02:27:44,520 --> 02:27:46,440 THEM DEVELOP THEIR ABILITY TO 4132 02:27:46,440 --> 02:27:46,720 COMMUNICATE. 4133 02:27:46,720 --> 02:27:48,360 AND THEN I THINK WE ALSO HAVE TO 4134 02:27:48,360 --> 02:27:51,440 RECOGNIZE THAT THERE ARE SOME 4135 02:27:51,440 --> 02:27:53,040 INDIVIDUALS FOR WHOM APPROXIA IS 4136 02:27:53,040 --> 02:27:54,160 NOT THE ISSUE. 4137 02:27:54,160 --> 02:27:55,840 IT'S THE OPPOSITE. 4138 02:27:55,840 --> 02:27:57,640 INDIVIDUALS WITH ECK ALALIA. 4139 02:27:57,640 --> 02:28:01,200 INDIVIDUALS WHO ARE CONSTANTLY 4140 02:28:01,200 --> 02:28:03,840 PRODUCING UTTERANCES THAT HAVE 4141 02:28:03,840 --> 02:28:05,040 NO COMMUNICATIVE ATTEMPT. 4142 02:28:05,040 --> 02:28:06,720 SO WE KNOW THEIR ISSUE IS NOT 4143 02:28:06,720 --> 02:28:10,760 NECESSARILY THE INABILITY TO 4144 02:28:10,760 --> 02:28:12,160 FORMULATE THE WORDS. 4145 02:28:12,160 --> 02:28:13,560 IT'S A DIFFERENT ISSUE ALL 4146 02:28:13,560 --> 02:28:13,880 TOGETHER. 4147 02:28:13,880 --> 02:28:15,760 AND I DON'T THINK THAT WE HAVE 4148 02:28:15,760 --> 02:28:20,320 SEEN A LOT OF RESEARCH 4149 02:28:20,320 --> 02:28:21,160 FOCUSED - HELPING THOSE 4150 02:28:21,160 --> 02:28:22,600 INDIVIDUALS TO DEVELOP SPEECH. 4151 02:28:22,600 --> 02:28:24,960 I WAS PARTICULARLY INTERESTED 4152 02:28:24,960 --> 02:28:28,480 TODAY IN THE WORK THAT WAS 4153 02:28:28,480 --> 02:28:29,800 PRESENTED BY DAVID MCNAUGHTON 4154 02:28:29,800 --> 02:28:31,200 AND JANICE LIGHT AND THEIR USE 4155 02:28:31,200 --> 02:28:33,760 OF MEANINGFUL EVENTS TO HELP 4156 02:28:33,760 --> 02:28:34,440 GENERATE LANGUAGE. 4157 02:28:34,440 --> 02:28:37,280 BECAUSE WHAT WE ARE HEARING A 4158 02:28:37,280 --> 02:28:40,040 LOT FROM PARENTS, OF MINIMALLY 4159 02:28:40,040 --> 02:28:42,080 VERBAL CHILDREN, IS THAT EVEN 4160 02:28:42,080 --> 02:28:44,200 THE WORDS THAT THEY DO HAVE, 4161 02:28:44,200 --> 02:28:46,160 EVEN IN THEIR ADULT LIFE, IS 4162 02:28:46,160 --> 02:28:47,920 ROOTED IN THEIR PRESCHOOL YEARS. 4163 02:28:47,920 --> 02:28:49,760 SO A LOT OF PARENTS ARE 4164 02:28:49,760 --> 02:28:52,360 DESCRIBING TO US, THEY SEE A 4165 02:28:52,360 --> 02:28:53,960 PHENOMENON ALMOST LIKE THEIR 4166 02:28:53,960 --> 02:28:56,280 CHILD'S BRAIN FILLED UP WITH A 4167 02:28:56,280 --> 02:28:57,960 CERTAIN NUMBER OF WORDS THAT 4168 02:28:57,960 --> 02:29:00,560 THEY LEARNED IN PRESCHOOL AND 4169 02:29:00,560 --> 02:29:04,280 THERE IS NO MORE ROOM FOR 4170 02:29:04,280 --> 02:29:07,280 ADDITIONAL WORDS. 4171 02:29:07,280 --> 02:29:10,200 AND SO, I THINK TO REALLY GET AT 4172 02:29:10,200 --> 02:29:12,440 THAT, TO UNDERSTAND HOW THAT 4173 02:29:12,440 --> 02:29:15,560 HAPPENED, WE HAVE TO TALK ABOUT 4174 02:29:15,560 --> 02:29:17,360 PARTNERING WITH OUR -- WITH 4175 02:29:17,360 --> 02:29:19,560 SCIENTISTS WHO ARE LOOKING AT 4176 02:29:19,560 --> 02:29:21,600 BRAIN BIOLOGY, WHICH WE REALLY 4177 02:29:21,600 --> 02:29:22,480 HAVEN'T TALKED ABOUT TODAY. 4178 02:29:22,480 --> 02:29:24,880 I HOPE THAT WILL BE PART OF THE 4179 02:29:24,880 --> 02:29:25,600 CONVERSATION TOMORROW. 4180 02:29:25,600 --> 02:29:27,760 BUT WE HAVE ALSO MADE SIMILAR 4181 02:29:27,760 --> 02:29:29,880 STRIDES IN AUTISM RESEARCH AND 4182 02:29:29,880 --> 02:29:31,280 UNDERSTANDING BRAIN BIOLOGY AND 4183 02:29:31,280 --> 02:29:32,760 IN UNDERSTANDING GENETICS. 4184 02:29:32,760 --> 02:29:33,880 AND I THINK IF WE ARE GOING TO 4185 02:29:33,880 --> 02:29:36,800 BE ABLE TO FOCUS ON THE SEGMENT 4186 02:29:36,800 --> 02:29:38,400 OF THE MINIMALLY VERBAL 4187 02:29:38,400 --> 02:29:39,720 POPULATION THAT IS LEFT BEHIND, 4188 02:29:39,720 --> 02:29:43,840 THERE IS A LOT OF LEARNING WE 4189 02:29:43,840 --> 02:29:46,280 CAN GET FROM THE STRIDES WE HAVE 4190 02:29:46,280 --> 02:29:47,840 MADE FROM BIOLOGY TO TRY TO 4191 02:29:47,840 --> 02:29:49,640 FOCUS ON THOSE INDIVIDUALS AND 4192 02:29:49,640 --> 02:29:55,840 HELP THEM TO DEVELOP SOME 4193 02:29:55,840 --> 02:29:56,200 MOTIVATION. 4194 02:29:56,200 --> 02:29:56,520 >> GREAT. 4195 02:29:56,520 --> 02:30:00,560 I JUST WANT TO SAY, THANKS TO 4196 02:30:00,560 --> 02:30:02,160 EVERYBODY FOR THEIR COURAGE AND 4197 02:30:02,160 --> 02:30:04,800 THEIR SHARING OF THEIR THOUGHTS 4198 02:30:04,800 --> 02:30:06,160 AND THEIR PRESENTATIONS. 4199 02:30:06,160 --> 02:30:07,600 AND NOW WE WILL HAVE OPEN 4200 02:30:07,600 --> 02:30:09,680 DISCUSSION WHERE WE'LL HAVE 4201 02:30:09,680 --> 02:30:09,920 MORE -- 4202 02:30:09,920 --> 02:30:20,280 [ MULTIPLE SPEAKERS ] 4203 02:30:21,680 --> 02:30:23,040 >> SARAH WALLACE WILL SPEAK 4204 02:30:23,040 --> 02:30:26,520 ABOUT AAC STRATEGIES FOR ADULTS 4205 02:30:26,520 --> 02:30:29,320 WITH APHASIA. 4206 02:30:29,320 --> 02:30:29,840 SARAH. 4207 02:30:29,840 --> 02:30:30,320 >> HI, EVERYONE. 4208 02:30:30,320 --> 02:30:32,200 SORRY ABOUT THAT. 4209 02:30:32,200 --> 02:30:33,400 I'M COMING STRAIGHT FROM CLASS 4210 02:30:33,400 --> 02:30:35,680 BUT I'M SO EXCITED TO BE JOINING 4211 02:30:35,680 --> 02:30:37,520 ALL OF YOU. 4212 02:30:37,520 --> 02:30:41,000 AND I'M PULLING UP MY SCREEN 4213 02:30:41,000 --> 02:30:41,200 HERE. 4214 02:30:41,200 --> 02:30:43,240 IN JUST A MOMENT. 4215 02:30:43,240 --> 02:30:50,920 LET ME GET MYSELF SHIFTED HERE. 4216 02:30:50,920 --> 02:30:54,880 I'LL TRY TO DO MY BEST TO KEEP 4217 02:30:54,880 --> 02:30:56,840 THIS CONCISE SO WE CAN JUST JUMP 4218 02:30:56,840 --> 02:30:58,240 INTO THIS VERY IMPORTANT 4219 02:30:58,240 --> 02:30:58,560 CONVERSATION. 4220 02:30:58,560 --> 02:31:00,320 HERE IS INFORMATION ABOUT ME IF 4221 02:31:00,320 --> 02:31:01,520 ANYONE WANTS TO REACH OUT AND 4222 02:31:01,520 --> 02:31:03,120 CONTACT ME ABOUT ANYTHING THAT I 4223 02:31:03,120 --> 02:31:03,920 TALK ABOUT TODAY. 4224 02:31:03,920 --> 02:31:06,600 I DO HAVE SOME QUICK DISCLOSURES 4225 02:31:06,600 --> 02:31:08,960 WHICH I'M HAPPY TO SHARE IN MORE 4226 02:31:08,960 --> 02:31:09,160 DETAIL. 4227 02:31:09,160 --> 02:31:12,600 BUT KNOWING THAT MY PART OF THE 4228 02:31:12,600 --> 02:31:13,480 PRESENTATION MAY BE A LITTLE 4229 02:31:13,480 --> 02:31:15,760 ROUGH TODAY, I TRIED TO SHARE 4230 02:31:15,760 --> 02:31:17,000 SOME QUICK TAKEAWAYS THAT IS 4231 02:31:17,000 --> 02:31:18,000 HELPFUL FOR ME. 4232 02:31:18,000 --> 02:31:20,760 SO I'M GOING TO HIT QUICKLY ON 4233 02:31:20,760 --> 02:31:23,560 AN IDEA AND SHARED RESOURCE 4234 02:31:23,560 --> 02:31:25,840 REALLY AAC HAVING A 4235 02:31:25,840 --> 02:31:27,400 DUAL-PURPOSE, RESTORATIVE AND 4236 02:31:27,400 --> 02:31:28,480 COMP PENCE TORY PURPOSES. 4237 02:31:28,480 --> 02:31:30,880 AND I SEE MY COAUTHOR IS HERE IN 4238 02:31:30,880 --> 02:31:31,640 THE AUDIENCE. 4239 02:31:31,640 --> 02:31:34,240 AND TECHNOLOGY CAN SUPPORT 4240 02:31:34,240 --> 02:31:34,920 READING COMPREHENSION. 4241 02:31:34,920 --> 02:31:37,040 AND WE HAVE INVESTIGATED THAT 4242 02:31:37,040 --> 02:31:40,640 ACROSS A COUPLE OF DIFFERENT 4243 02:31:40,640 --> 02:31:40,920 POPULATIONS. 4244 02:31:40,920 --> 02:31:41,840 AND I'M GOING TO SHARE AN 4245 02:31:41,840 --> 02:31:43,960 INTERVENTION FOR WORKING ON AAC 4246 02:31:43,960 --> 02:31:48,600 WITH PEOPLE WHO HAVE APHASIA AND 4247 02:31:48,600 --> 02:31:51,560 TRAUMATIC BRAIN INJURY WITH A 4248 02:31:51,560 --> 02:31:52,760 SPECIFIC ASPECT OF THE 4249 02:31:52,760 --> 02:31:54,440 INSTRUCTION THAT HELPS WITH 4250 02:31:54,440 --> 02:31:56,400 HOPEFULLY GENERALIZATION. 4251 02:31:56,400 --> 02:31:57,920 SO I'M GOING -- THIS SEEMS 4252 02:31:57,920 --> 02:31:59,960 STRANGE FOR THIS AUDIENCE BUT I 4253 02:31:59,960 --> 02:32:01,000 WANT TO HIGHLIGHT THAT PART OF 4254 02:32:01,000 --> 02:32:03,080 THE DEFINITION OF AAC WHICH 4255 02:32:03,080 --> 02:32:05,480 EMPHASIZES THAT AAC FOCUSES ON 4256 02:32:05,480 --> 02:32:06,920 BOTH PRODUCTION AND 4257 02:32:06,920 --> 02:32:08,320 COMPREHENSION IN SUPPORTING 4258 02:32:08,320 --> 02:32:09,360 THOSE AREAS. 4259 02:32:09,360 --> 02:32:11,120 AND THAT'S REALLY IMPORTANT FOR 4260 02:32:11,120 --> 02:32:13,040 THE POPULATION THAT I'M GOING 4261 02:32:13,040 --> 02:32:14,960 TALK ABOUT, PEOPLE WHO HAVE THE 4262 02:32:14,960 --> 02:32:16,760 LANGUAGE DISORDER OF APHASIA, 4263 02:32:16,760 --> 02:32:18,560 OFTEN RESULTING FROM STROKE OR 4264 02:32:18,560 --> 02:32:20,840 OTHER TYPE OF BRAIN INJURY THAT 4265 02:32:20,840 --> 02:32:23,960 EFFECTS MULTIPLE DIFFERENT AREAS 4266 02:32:23,960 --> 02:32:25,560 OF LANGUAGE, INCLUDING 4267 02:32:25,560 --> 02:32:26,440 UNDERSTANDING WHAT OTHER PEOPLE 4268 02:32:26,440 --> 02:32:29,040 SAY, READING, WRITING, SPEAKING. 4269 02:32:29,040 --> 02:32:31,000 I'M ALSO GOING TO TALK ABOUT 4270 02:32:31,000 --> 02:32:32,760 PEOPLE WITH TBI WHO CAN ALSO 4271 02:32:32,760 --> 02:32:34,480 HAVE LANGUAGE IMPAIRMENTS AND 4272 02:32:34,480 --> 02:32:36,880 ALSO MAY HAVE COGNITIVE DEFICITS 4273 02:32:36,880 --> 02:32:39,680 THAT EFFECT THEIR ABILITY TO 4274 02:32:39,680 --> 02:32:39,960 COMMUNICATE. 4275 02:32:39,960 --> 02:32:43,960 SO I SAID FIRST I'D HIT ON THIS 4276 02:32:43,960 --> 02:32:46,960 IDEA, AMY AND MY OTHER COLLEAGUE 4277 02:32:46,960 --> 02:32:48,760 HAVE WRITTEN AN ARTICLE 4278 02:32:48,760 --> 02:32:51,640 PROPOSING THIS IDEA THAT AAC 4279 02:32:51,640 --> 02:32:52,960 DOESN'T NEED TO BE JUST 4280 02:32:52,960 --> 02:32:53,840 COMPENSATORY IN NATURE BUT IT 4281 02:32:53,840 --> 02:32:56,000 CAN ALSO HAVE A RESTORATIVE 4282 02:32:56,000 --> 02:32:59,000 EFFECT, MEANING THAT WHEN WE 4283 02:32:59,000 --> 02:33:00,080 TEACH INDIVIDUALS TO USE SOME 4284 02:33:00,080 --> 02:33:02,160 TYPE OF ALTERNATIVE 4285 02:33:02,160 --> 02:33:03,440 COMMUNICATION, IT DOESN'T MEAN 4286 02:33:03,440 --> 02:33:06,480 THAT IT ONLY HAS TO HAVE AN 4287 02:33:06,480 --> 02:33:07,480 EFFECT, COMP PENCE TORY EFFECT. 4288 02:33:07,480 --> 02:33:11,360 IT MAY HELP IMPROVE THAT AREA OF 4289 02:33:11,360 --> 02:33:11,800 COMMUNICATION. 4290 02:33:11,800 --> 02:33:13,320 AND I THINK THIS CONCEPT IS 4291 02:33:13,320 --> 02:33:14,720 IMPORTANT ENOUGH TO SHARE WITH 4292 02:33:14,720 --> 02:33:15,760 THIS GROUP BECAUSE I THINK IT 4293 02:33:15,760 --> 02:33:18,360 CAN HELP INCREASE BIIN, AND HELP 4294 02:33:18,360 --> 02:33:21,000 US TALKING WITH CLINICIANS ABOUT 4295 02:33:21,000 --> 02:33:22,800 THE IMPORTANCE OF AAC. 4296 02:33:22,800 --> 02:33:26,120 SO I SHARE THAT RESOURCE AND 4297 02:33:26,120 --> 02:33:29,040 THIS CONCEPT ONLY JUST BRIEFLY 4298 02:33:29,040 --> 02:33:30,800 AS POTENTIALLY SOMETHING THAT 4299 02:33:30,800 --> 02:33:32,520 THIS GROUP MIGHT WANT TO 4300 02:33:32,520 --> 02:33:32,800 CONSIDER. 4301 02:33:32,800 --> 02:33:34,480 I'M GOING TO NEXT FOCUS ON 4302 02:33:34,480 --> 02:33:37,680 SPECIFIC AAC STRATEGY TO SUPPORT 4303 02:33:37,680 --> 02:33:40,840 READING COMPREHENSION IN 4304 02:33:40,840 --> 02:33:42,200 INDIVIDUALS WHO HAVE SOME 4305 02:33:42,200 --> 02:33:43,280 READING PROBLEMS RELATED TO 4306 02:33:43,280 --> 02:33:45,400 LANGUAGE OR COGNITION. 4307 02:33:45,400 --> 02:33:46,680 WE KNOW THAT READING IS REALLY 4308 02:33:46,680 --> 02:33:47,600 IMPORTANT. 4309 02:33:47,600 --> 02:33:48,880 WE NEED TO READ TO FUNCTION IN 4310 02:33:48,880 --> 02:33:49,800 EVERYDAY LIFE. 4311 02:33:49,800 --> 02:33:52,240 IT HAS SAFETIES CONSEQUENCES. 4312 02:33:52,240 --> 02:33:56,920 IT HAS CONSEQUENCES FOR THE JOY 4313 02:33:56,920 --> 02:33:58,920 AND PLEASURE WE ARE ABLE TO 4314 02:33:58,920 --> 02:33:59,600 RECEIVE IN LIFE. 4315 02:33:59,600 --> 02:34:01,800 IT HAS CONSEQUENCES FOR BUILDING 4316 02:34:01,800 --> 02:34:02,160 RELATIONSHIPS. 4317 02:34:02,160 --> 02:34:04,960 AND ALSO SHARING INFORMATION. 4318 02:34:04,960 --> 02:34:06,160 MY COLLEAGUES AND I HAVE DONE A 4319 02:34:06,160 --> 02:34:09,560 SERIES OF STUDIES FOCUSING ON 4320 02:34:09,560 --> 02:34:10,840 TECHNOLOGY CALLED 4321 02:34:10,840 --> 02:34:11,840 SPEECH-TO-TEXT, WHICH PRETTY 4322 02:34:11,840 --> 02:34:13,840 SIMPLY TAKES WRITTEN INFORMATION 4323 02:34:13,840 --> 02:34:14,920 THROUGH VARIOUS TYPES OF 4324 02:34:14,920 --> 02:34:17,200 PROCESSES DEPENDING ON THE 4325 02:34:17,200 --> 02:34:17,480 TECHNOLOGY. 4326 02:34:17,480 --> 02:34:20,160 IT WILL ALLOW THAT WRITTEN TEXT 4327 02:34:20,160 --> 02:34:22,040 TO BE UPLOADED ANDAGE LIES THE 4328 02:34:22,040 --> 02:34:25,040 TEXT AND PRODUCE A SIMULTANEOUS 4329 02:34:25,040 --> 02:34:26,720 WRITTEN AND SPOKEN OUTPUT. 4330 02:34:26,720 --> 02:34:29,040 THIS IS THOUGHT TO HELP PEOPLE 4331 02:34:29,040 --> 02:34:31,200 WHO HAVE LANGUAGE OR COGNITIVE 4332 02:34:31,200 --> 02:34:33,160 IMPAIRMENTS BECAUSE IT REDUCES 4333 02:34:33,160 --> 02:34:34,080 SOME OF THE DEMANDS. 4334 02:34:34,080 --> 02:34:37,040 IT'S ALSO BY THE WAY, ENDORSED 4335 02:34:37,040 --> 02:34:38,160 BY INDIVIDUALS WITH SOME OF 4336 02:34:38,160 --> 02:34:40,840 THESE CHALLENGES BECAUSE IT 4337 02:34:40,840 --> 02:34:41,560 INCREASES INDEPENDENCE AND IT 4338 02:34:41,560 --> 02:34:43,040 MEANS THEY DON'T HAVE TO RELY ON 4339 02:34:43,040 --> 02:34:45,320 OTHERS TO MODIFY THEIR 4340 02:34:45,320 --> 02:34:45,640 MATERIALS. 4341 02:34:45,640 --> 02:34:47,840 TO MAKE THEM EASIER FOR THEM TO 4342 02:34:47,840 --> 02:34:48,040 READ. 4343 02:34:48,040 --> 02:34:49,880 AND THEN ALSO IT CAN BE 4344 02:34:49,880 --> 02:34:50,960 INDIVIDUALIZED TO THE PERSON'S 4345 02:34:50,960 --> 02:34:51,160 NEEDS. 4346 02:34:51,160 --> 02:34:53,680 WE CAN ADJUST THE VOICE, THE 4347 02:34:53,680 --> 02:34:57,280 RATE OF SPEECH, HIGHLIGHTING IS 4348 02:34:57,280 --> 02:34:57,960 INCLUDED. 4349 02:34:57,960 --> 02:34:59,560 AND THOSE THINGS TEND TO BE 4350 02:34:59,560 --> 02:35:01,400 THOUGHT TO BE BENEFITS FOR 4351 02:35:01,400 --> 02:35:01,880 PEOPLE. 4352 02:35:01,880 --> 02:35:05,360 HERE IS A QUICK VIDEO THAT SHOWS 4353 02:35:05,360 --> 02:35:06,560 AN EXAMPLE. 4354 02:35:06,560 --> 02:35:12,400 [ VIDEO ] 4355 02:35:12,400 --> 02:35:16,080 THIS IS IS IT GIVES YOU AN IDEA 4356 02:35:16,080 --> 02:35:18,080 OF WHAT THIS MIGHT LOOK LIKE. 4357 02:35:18,080 --> 02:35:18,800 AND SOME OF THE MATERIALS THAT 4358 02:35:18,800 --> 02:35:20,320 WE HAVE USED IN OUR RESEARCH 4359 02:35:20,320 --> 02:35:22,880 STUDIES WHICH ARE REAL STORIES 4360 02:35:22,880 --> 02:35:26,080 FROM SMALL TOWN PAPERS. 4361 02:35:26,080 --> 02:35:27,080 HERE IS LARGE SELECTION OF SOME 4362 02:35:27,080 --> 02:35:28,720 OF THE RESEARCH THAT WE HAVE 4363 02:35:28,720 --> 02:35:30,520 DONE AND SOME OF THE FINDINGS. 4364 02:35:30,520 --> 02:35:32,520 THE SUMMARY HERE IS THAT FOR 4365 02:35:32,520 --> 02:35:34,800 SOME PEOPLE WITH APHASIA, THEIR 4366 02:35:34,800 --> 02:35:35,920 READING COMPREHENSION IMPROVES 4367 02:35:35,920 --> 02:35:38,520 WHEN THEY HAVE ACCESS TO THIS 4368 02:35:38,520 --> 02:35:38,800 TECHNOLOGY. 4369 02:35:38,800 --> 02:35:40,400 AND MORE OFTEN THAN NOT, MORE 4370 02:35:40,400 --> 02:35:42,120 OFTEN THAN THE CHANGES IN 4371 02:35:42,120 --> 02:35:43,720 COMPREHENSION, WE SEE CHANGES IN 4372 02:35:43,720 --> 02:35:45,800 THE SPEED AT WHICH PEOPLE ARE 4373 02:35:45,800 --> 02:35:48,240 ABLE TO READ THE INFORMATION. 4374 02:35:48,240 --> 02:35:49,640 WHICH IS ADDRESSING A MAJOR 4375 02:35:49,640 --> 02:35:51,040 COMPLAINT THAT PEOPLE WITH 4376 02:35:51,040 --> 02:35:52,120 APHASIA SHARED WITH US. 4377 02:35:52,120 --> 02:35:53,720 WHICH IS THAT READING IS HARDER 4378 02:35:53,720 --> 02:35:55,640 FOR THEM TO DO BECAUSE THEY 4379 02:35:55,640 --> 02:35:57,520 CAN'T DO IT AS FAST AS THEY USED 4380 02:35:57,520 --> 02:35:57,920 TO. 4381 02:35:57,920 --> 02:35:59,520 WHEN WE CAN INCREASE THEIR SPEED 4382 02:35:59,520 --> 02:36:01,800 BUT NOT DECREASE COMPREHENSION, 4383 02:36:01,800 --> 02:36:02,720 IT SEEMS LIKE WE ARE DOING 4384 02:36:02,720 --> 02:36:03,720 SOMETHING THAT MIGHT HELP WITH 4385 02:36:03,720 --> 02:36:05,120 THEIR PARTICIPATION. 4386 02:36:05,120 --> 02:36:07,640 WE ARE NOW WORKING IN THE AREAS 4387 02:36:07,640 --> 02:36:08,960 OF HAVING PEOPLE READ ENTIRE 4388 02:36:08,960 --> 02:36:10,960 BOOKS USING THIS TECHNOLOGY. 4389 02:36:10,960 --> 02:36:13,360 WE REALLY MOVED AWAY FROM 4390 02:36:13,360 --> 02:36:14,240 SENTENCE-LEVEL INFORMATION. 4391 02:36:14,240 --> 02:36:15,760 WE TRY TO MAKE THIS FUNCTIONAL. 4392 02:36:15,760 --> 02:36:17,080 WE CONSIDER PEOPLE'S 4393 02:36:17,080 --> 02:36:17,600 PREFERENCES. 4394 02:36:17,600 --> 02:36:19,880 THEY LIKE THIS TECHNOLOGY. 4395 02:36:19,880 --> 02:36:21,120 NOT EVERYONE BUT A LOT OF 4396 02:36:21,120 --> 02:36:21,360 PEOPLE. 4397 02:36:21,360 --> 02:36:22,760 THEY LIKE IT WHEN THE RATE IS 4398 02:36:22,760 --> 02:36:24,440 THE ABOUT IN THE MEDIUM LEVEL 4399 02:36:24,440 --> 02:36:26,640 AND THEY LIKE WHEN THERE IS SOME 4400 02:36:26,640 --> 02:36:29,360 HIGHLIGHTING AVAILABLE. 4401 02:36:29,360 --> 02:36:31,280 ANOTHER COLLEAGUE OF MINE WHO 4402 02:36:31,280 --> 02:36:33,280 HAS DONE SOME WORK ON A SIMILAR 4403 02:36:33,280 --> 02:36:34,560 TOPIC, IT. 4404 02:36:34,560 --> 02:36:36,760 BI, SHE AND HER COLLEAGUES HAVE 4405 02:36:36,760 --> 02:36:38,360 FOUND SIMILAR DIFFERENCES OR 4406 02:36:38,360 --> 02:36:39,880 SIMILAR RESULTS WHERE PEOPLE 4407 02:36:39,880 --> 02:36:41,560 TEND NOT HAVE A. HAVE A HUGE 4408 02:36:41,560 --> 02:36:42,680 DIFFERENCE IN COMPREHENSION BUT 4409 02:36:42,680 --> 02:36:43,760 THEY ARE FASTER. 4410 02:36:43,760 --> 02:36:45,160 THIS ADDRESSES AGAIN A PROBLEM 4411 02:36:45,160 --> 02:36:49,360 PEOPLE WITH TBI EXPRESS. 4412 02:36:49,360 --> 02:36:50,880 THEY ALSO EXPRESS A PREFERENCE 4413 02:36:50,880 --> 02:36:55,880 FOR THIS TYPE OF DUAL MODALITY. 4414 02:36:55,880 --> 02:36:57,880 SO OUR IMPLICATIONS, THERE IS 4415 02:36:57,880 --> 02:37:00,000 MORE THAT NEEDS TO BE DONE IN 4416 02:37:00,000 --> 02:37:00,680 THIS AREA. 4417 02:37:00,680 --> 02:37:02,480 BUT EFFICIENCY SEEMS TO BE A 4418 02:37:02,480 --> 02:37:03,960 REALLY WORTHWHILE OUTCOME FOR 4419 02:37:03,960 --> 02:37:04,880 SOME OF THIS WORK. 4420 02:37:04,880 --> 02:37:06,680 AND TO CAREFULLY CONSIDER 4421 02:37:06,680 --> 02:37:08,080 PEOPLE'S PREFERENCES AND ALSO 4422 02:37:08,080 --> 02:37:11,720 THE DIFFERENT TYPES OF FEATURES. 4423 02:37:11,720 --> 02:37:14,000 I'M NEXT GOING TO TALK ABOUT AN 4424 02:37:14,000 --> 02:37:16,120 INTERVENTION TO SUPPORT SPOKEN 4425 02:37:16,120 --> 02:37:16,960 EXPRESSION. 4426 02:37:16,960 --> 02:37:17,880 CALL THIS MULTIMODAL 4427 02:37:17,880 --> 02:37:18,920 COMMUNICATION TREATMENT. 4428 02:37:18,920 --> 02:37:19,880 I DIDN'T DESIGN IT. 4429 02:37:19,880 --> 02:37:21,480 MY COLLEAGUE MARY PURDY DID. 4430 02:37:21,480 --> 02:37:23,200 I HAVE DONE SOME WORK IN THIS 4431 02:37:23,200 --> 02:37:23,400 AREA. 4432 02:37:23,400 --> 02:37:28,280 AND IT'S MEANT TO ADDRESS THIS 4433 02:37:28,280 --> 02:37:30,880 IDEA ALTHOUGH WE TEACH THESE 4434 02:37:30,880 --> 02:37:33,080 MODALITIES TO COMPENSATE FOR 4435 02:37:33,080 --> 02:37:34,400 SPOKEN LANGUAGE IMPAIRMENTS, 4436 02:37:34,400 --> 02:37:36,480 THEY DON'T ALWAYS USE THOSE TO 4437 02:37:36,480 --> 02:37:37,600 REPAIR COMMUNICATION BREAKDOWN. 4438 02:37:37,600 --> 02:37:40,400 SO THE HYPOTHESIS IS THAT 4439 02:37:40,400 --> 02:37:42,720 INSTEAD WE WILL TEACH THE 4440 02:37:42,720 --> 02:37:43,040 MODALITIES. 4441 02:37:43,040 --> 02:37:44,440 IT COULD BE A COUPLE. 4442 02:37:44,440 --> 02:37:46,320 IT COULD BE A LOT. 4443 02:37:46,320 --> 02:37:47,320 WE'LL TEACH THESE MODALITIES 4444 02:37:47,320 --> 02:37:50,200 TOGETHER TO CREATE A COHESIVE 4445 02:37:50,200 --> 02:37:51,200 MULTIMODAL REPRESENTATION IN THE 4446 02:37:51,200 --> 02:37:52,200 PERSON'S BRAIN. 4447 02:37:52,200 --> 02:37:54,240 AND HAVE THEM BETTER BE ABLE TO 4448 02:37:54,240 --> 02:37:56,720 SWITCH TO ANOTHER MODALITY TO 4449 02:37:56,720 --> 02:38:01,040 REPAIR IN REAL-LIFE ACTIVITIES. 4450 02:38:01,040 --> 02:38:02,840 MY STUDENTS AND MYSELF HAVE 4451 02:38:02,840 --> 02:38:04,840 EXAMINED THIS ACROSS A NUMBER OF 4452 02:38:04,840 --> 02:38:06,600 POPULATIONS, INCLUDING PEOPLE 4453 02:38:06,600 --> 02:38:08,160 WITH TRAUMATIC BRAIN INJURY, 4454 02:38:08,160 --> 02:38:10,680 PEOPLE WITH APHASIA AND 4455 02:38:10,680 --> 02:38:12,560 PRIMARY-PROGRESSIVE APHASIA. 4456 02:38:12,560 --> 02:38:15,080 THE TREATMENT LOOKS SOMETHING 4457 02:38:15,080 --> 02:38:15,880 LIKE THIS. 4458 02:38:15,880 --> 02:38:17,880 THE TARGET IS SHOWN TO THE 4459 02:38:17,880 --> 02:38:18,160 CLIENT. 4460 02:38:18,160 --> 02:38:20,880 WE ASK THE PERSON TO -- MIGHT 4461 02:38:20,880 --> 02:38:22,160 MODEL ALL THE MODALITIES. 4462 02:38:22,160 --> 02:38:23,760 WE HAVE THEM IMITATE. 4463 02:38:23,760 --> 02:38:24,880 WE GIVE FEEDBACK. 4464 02:38:24,880 --> 02:38:26,360 WE GIVE SOME TYPE OF QUEUING. 4465 02:38:26,360 --> 02:38:28,400 BUT REALLY THE KEY HERE IS THAT 4466 02:38:28,400 --> 02:38:30,080 WE ARE PRACTICING ALL THESE 4467 02:38:30,080 --> 02:38:32,160 MODALITIES IN A COHESIVE WAY. 4468 02:38:32,160 --> 02:38:34,840 WE ALSO PROVIDE A QUEUE SHEET 4469 02:38:34,840 --> 02:38:36,240 LIKE THE ONE PICKED HERE THAT 4470 02:38:36,240 --> 02:38:37,880 HELPS THE INDIVIDUAL KNOW THE 4471 02:38:37,880 --> 02:38:40,800 TYPES OF MODALITIES THAT ARE 4472 02:38:40,800 --> 02:38:42,080 ACCESSIBLE TO THEM. 4473 02:38:42,080 --> 02:38:43,360 WE MODIFIED THIS TREATMENT TO DO 4474 02:38:43,360 --> 02:38:45,480 OTHER TYPES OF QUEUING WHERE WE 4475 02:38:45,480 --> 02:38:46,560 DIRECTLY SAY, WHAT WOULD YOU DO 4476 02:38:46,560 --> 02:38:48,520 IF SOMEONE DIDN'T UNDERSTAND? 4477 02:38:48,520 --> 02:38:50,560 AND TRY TO QUEUE THAT WAY. 4478 02:38:50,560 --> 02:38:52,360 IN TERMS OF THE CONCLUSIONS, IT 4479 02:38:52,360 --> 02:38:54,080 SEEMS LIKE THERE IS SOMETHING 4480 02:38:54,080 --> 02:38:57,600 GOING ON HERE THAT HELPS WITH 4481 02:38:57,600 --> 02:38:59,760 THE IDEA OF RESOLVING 4482 02:38:59,760 --> 02:39:00,040 BREAKDOWNS. 4483 02:39:00,040 --> 02:39:01,360 WE HAD GOOD SUCCESS. 4484 02:39:01,360 --> 02:39:02,880 BUT WHAT WE HAVEN'T SEEN YET IS 4485 02:39:02,880 --> 02:39:06,800 HOW TO MOVE THIS TO A DISCOURSE 4486 02:39:06,800 --> 02:39:09,320 LEVEL AND WE ARE WORKING MORE ON 4487 02:39:09,320 --> 02:39:10,280 THIS SPECIFICALLY HAVING PEOPLE 4488 02:39:10,280 --> 02:39:12,600 BE ABLE TO DO THIS IN 4489 02:39:12,600 --> 02:39:13,960 HIGHER-LEVEL LANGUAGE TASKS. 4490 02:39:13,960 --> 02:39:16,000 AND THAT CAN HOPEFULLY START TO 4491 02:39:16,000 --> 02:39:18,680 MOVE US IN THE DIRECTION OF 4492 02:39:18,680 --> 02:39:19,480 GENERALIZATION AND REAL WORLD. 4493 02:39:19,480 --> 02:39:21,000 WE ARE ALSO LOOKING AT SOME WAYS 4494 02:39:21,000 --> 02:39:22,720 OF DOING THIS OVER TELEPRACTICE 4495 02:39:22,720 --> 02:39:26,400 AND ALSO COMBINING SYMANTEC 4496 02:39:26,400 --> 02:39:26,720 INTERVENTIONS. 4497 02:39:26,720 --> 02:39:29,000 SO I TRIED TO MOVE THROUGH THIS 4498 02:39:29,000 --> 02:39:30,800 FAIRLY QUICKLY AND HOPEFULLY 4499 02:39:30,800 --> 02:39:32,000 GIVE YOU GOOD IDEAS. 4500 02:39:32,000 --> 02:39:34,200 AAC CAN HAVE A DUAL-PURPOSE. 4501 02:39:34,200 --> 02:39:35,200 TECHNOLOGY CAN BE USED TO 4502 02:39:35,200 --> 02:39:36,360 SUPPORT READING COMPREHENSION 4503 02:39:36,360 --> 02:39:38,520 AND READING COMPREHENSION IS 4504 02:39:38,520 --> 02:39:39,720 REALLY IMPORTANT. 4505 02:39:39,720 --> 02:39:41,920 AND PEOPLE WITH APHASIA AND 4506 02:39:41,920 --> 02:39:43,520 TRAUMATIC BRAIN INJURY CAN 4507 02:39:43,520 --> 02:39:46,120 BENEFIT FOR INSTRUCTIONS IN HOW 4508 02:39:46,120 --> 02:39:48,080 TO RESOLVE COMMUNICATION 4509 02:39:48,080 --> 02:39:51,240 BREAKDOWNS BY SWITCHING TO A NEW 4510 02:39:51,240 --> 02:39:51,520 MODALITY. 4511 02:39:51,520 --> 02:39:53,240 SO, I KNOW WE ARE HAVING 4512 02:39:53,240 --> 02:39:54,800 DISCUSSION SO NOT REALLY 4513 02:39:54,800 --> 02:39:55,440 QUESTIONS. 4514 02:39:55,440 --> 02:39:56,840 MY CONTACT INFORMATION AND I 4515 02:39:56,840 --> 02:39:59,720 JUST ALWAYS HAVE TO RECOGNIZE 4516 02:39:59,720 --> 02:40:00,240 ALL MY COLLABORATORS AND 4517 02:40:00,240 --> 02:40:01,040 STUDENTS WHO DO A LOT OF THE 4518 02:40:01,040 --> 02:40:01,840 WORK WITH ME. 4519 02:40:01,840 --> 02:40:03,480 SO THANK YOU ALL FOR SQUEEZING 4520 02:40:03,480 --> 02:40:05,040 ME IN HERE AT THE END. 4521 02:40:05,040 --> 02:40:05,960 I SUPER APPRECIATE IT. 4522 02:40:05,960 --> 02:40:08,280 AND I'M REALLY LOOKING FORWARD 4523 02:40:08,280 --> 02:40:09,200 TO THE DISCUSSION THAT WE ARE 4524 02:40:09,200 --> 02:40:10,880 GOING TO HAVE. 4525 02:40:10,880 --> 02:40:12,200 >> THANK YOU, SARAH. 4526 02:40:12,200 --> 02:40:14,160 THANK YOU FOR RUSHING BACK FROM 4527 02:40:14,160 --> 02:40:15,440 YOUR CLASS. 4528 02:40:15,440 --> 02:40:17,240 I KNOW THAT WAS -- IT HAD TO BE 4529 02:40:17,240 --> 02:40:19,160 JUST ADDED STRESS TO -- 4530 02:40:19,160 --> 02:40:21,240 >> NO WORRIES AND THE STUDENTS 4531 02:40:21,240 --> 02:40:22,960 ENJOYED A FEW MINUTES EXTRA FREE 4532 02:40:22,960 --> 02:40:24,040 TODAY. 4533 02:40:24,040 --> 02:40:25,360 SO NO COMPLAINTS ON THEIR END. 4534 02:40:25,360 --> 02:40:25,680 >> OKAY. 4535 02:40:25,680 --> 02:40:27,680 SO WHAT A GREAT AFTERNOON THIS 4536 02:40:27,680 --> 02:40:28,240 HAS BEEN. 4537 02:40:28,240 --> 02:40:32,280 SO LET ME JUST SAY A WORD ABOUT 4538 02:40:32,280 --> 02:40:33,480 THE DISCUSSION. 4539 02:40:33,480 --> 02:40:36,960 SO WE HAVE -- YOU HEARD FROM 4540 02:40:36,960 --> 02:40:37,240 SPEAKERS. 4541 02:40:37,240 --> 02:40:39,560 SO THEY HAVE GOTTEN TO SAY THEIR 4542 02:40:39,560 --> 02:40:40,280 PIECE. 4543 02:40:40,280 --> 02:40:42,280 THERE IS ANOTHER GROUP OF 4544 02:40:42,280 --> 02:40:44,880 INDIVIDUALS WHO WE INVITED WHO 4545 02:40:44,880 --> 02:40:47,680 ARE ON THE CALL RIGHT NOW. 4546 02:40:47,680 --> 02:40:50,200 AND WE'RE GOING TO HAVE THEM 4547 02:40:50,200 --> 02:40:51,440 RAISE THEIR ELECTRONIC HAND IF 4548 02:40:51,440 --> 02:40:53,640 THEY WOULD LIKE TO MAKE A 4549 02:40:53,640 --> 02:40:54,040 COMMENT. 4550 02:40:54,040 --> 02:40:56,800 THOSE ARE INVITED PARTICIPANTS. 4551 02:40:56,800 --> 02:40:58,560 AND THEN WE HAVE ALL OF THE 4552 02:40:58,560 --> 02:41:01,960 FOLKS WHO ARE ON THE WEBINAR AND 4553 02:41:01,960 --> 02:41:07,680 HAVE BEEN PERHAPS SENDING IN 4554 02:41:07,680 --> 02:41:15,200 QUESTIONS OR COMMENTS. 4555 02:41:15,200 --> 02:41:16,800 I HAVE A FEELING WE WON'T BE 4556 02:41:16,800 --> 02:41:18,480 ABLE TO GET TO EVERYBODY'S 4557 02:41:18,480 --> 02:41:19,200 QUESTIONS BUT I THINK WE WOULD 4558 02:41:19,200 --> 02:41:23,400 LIKE TO START WITH OUR INVITED 4559 02:41:23,400 --> 02:41:24,000 PARTICIPANTS FIRST. 4560 02:41:24,000 --> 02:41:29,200 AND SO, IF ANY OF YOU WHO ARE ON 4561 02:41:29,200 --> 02:41:37,400 THE ZOOM WOULD LIKE TO GO FIRST. 4562 02:41:37,400 --> 02:41:39,320 JOHN YOU HAVE ALREADY HAD A 4563 02:41:39,320 --> 02:41:39,520 CHANCE. 4564 02:41:39,520 --> 02:41:41,840 LET ME -- WE'LL CALL ON YOU IN 4565 02:41:41,840 --> 02:41:42,600 JUST A MINUTE. 4566 02:41:42,600 --> 02:41:46,360 WE'LL SEE IF THERE IS ANYONE 4567 02:41:46,360 --> 02:41:48,800 ELSE WHO WAS INVITED BUT HAS NOT 4568 02:41:48,800 --> 02:41:50,400 YET HAD A CHANCE TO SPEAK. 4569 02:41:50,400 --> 02:41:52,800 WE'LL LOOK TO SEE IF ANYBODY HAS 4570 02:41:52,800 --> 02:41:53,920 THEIR HAND UP. 4571 02:41:53,920 --> 02:41:56,040 RIGHT NOW I DON'T SEE ANYTHING. 4572 02:41:56,040 --> 02:41:57,800 >> MY HAND UP IS NOT WORKING. 4573 02:41:57,800 --> 02:41:58,680 BUT I WOULD LIKE TO RAISE MY 4574 02:41:58,680 --> 02:42:00,240 HAND AND HAVE YOU CALL ON ME IF 4575 02:42:00,240 --> 02:42:03,880 YOU DON'T MIND. 4576 02:42:03,880 --> 02:42:04,440 >> STEPHEN, OKAY. 4577 02:42:04,440 --> 02:42:06,200 HE DIDN'T HAVE A CHANCE TO TALK 4578 02:42:06,200 --> 02:42:06,440 TODAY. 4579 02:42:06,440 --> 02:42:08,080 SO YES, GO AHEAD. 4580 02:42:08,080 --> 02:42:10,320 >> FIRST OFF, I JUST WANT TO 4581 02:42:10,320 --> 02:42:10,920 CONGRATULATE EVERYBODY. 4582 02:42:10,920 --> 02:42:12,320 WHAT A DIVERSE AND WONDERFUL 4583 02:42:12,320 --> 02:42:13,440 GROUP OF PEOPLE WITH SO MANY 4584 02:42:13,440 --> 02:42:14,920 DIFFERENT PERSPECTIVES. 4585 02:42:14,920 --> 02:42:18,440 FOR TODAY, ONE THING THAT REALLY 4586 02:42:18,440 --> 02:42:19,520 STRUCK ME WAS ONE OF THE 4587 02:42:19,520 --> 02:42:22,320 CHALLENGES IS THE SPEED OF 4588 02:42:22,320 --> 02:42:22,640 ACCESS. 4589 02:42:22,640 --> 02:42:23,520 THINK ABOUT THE INTERVENTION 4590 02:42:23,520 --> 02:42:25,000 STUDIES WE SAY AND SOME OF THE 4591 02:42:25,000 --> 02:42:25,880 INTERFACES AND SO ON. 4592 02:42:25,880 --> 02:42:29,480 ONE OF THE THINGS IN MY CLINICAL 4593 02:42:29,480 --> 02:42:32,440 EXPERIENCE IS THAT ESPECIALLY 4594 02:42:32,440 --> 02:42:35,240 WITH AUTISM IS THE TIME IT TAKES 4595 02:42:35,240 --> 02:42:37,080 AND THE EFFORT IT TAKES TO EVEN 4596 02:42:37,080 --> 02:42:38,840 ACTIVATE THE DEVICE AND 4597 02:42:38,840 --> 02:42:40,520 COMMUNICATE IS A REAL CHALLENGE. 4598 02:42:40,520 --> 02:42:41,840 AND I JUST WANTED TO THROW IT 4599 02:42:41,840 --> 02:42:42,240 OUT THERE. 4600 02:42:42,240 --> 02:42:43,720 I THINK THERE WERE SOME GREAT 4601 02:42:43,720 --> 02:42:46,000 IDEAS ABOUT HOW TO IMPROVE THAT. 4602 02:42:46,000 --> 02:42:47,920 CERTAINLY DR. LIGHT TALKED ABOUT 4603 02:42:47,920 --> 02:42:49,520 REARRANGING THE SCREEN IN A WAY 4604 02:42:49,520 --> 02:42:50,960 THAT IS MORE EFFICIENT WHICH 4605 02:42:50,960 --> 02:42:51,920 RESONATED WITH ME. 4606 02:42:51,920 --> 02:42:54,240 I WOULD LOVE TO HEAR FROM FOLKS. 4607 02:42:54,240 --> 02:42:57,440 AND ALSO FROM KELLY AND THE 4608 02:42:57,440 --> 02:42:58,600 ADVOCATES, SELF ADVOCATES HOW 4609 02:42:58,600 --> 02:43:01,120 THEY FEEL ABOUT THAT 4610 02:43:01,120 --> 02:43:01,840 PARTICULARLY. 4611 02:43:01,840 --> 02:43:03,240 >> THANK YOU, STEPHEN. 4612 02:43:03,240 --> 02:43:04,240 >> LET'S HEAR FROM JOHN. 4613 02:43:04,240 --> 02:43:11,720 I THINK JOHN HAD A COMMENT. 4614 02:43:11,720 --> 02:43:13,880 >> JOHN ROBISON: WITH RESPECT TO 4615 02:43:13,880 --> 02:43:17,640 MY OPENING COMMENT, AFTER 4616 02:43:17,640 --> 02:43:21,120 LISTENING TO THE PRESENTATIONS, 4617 02:43:21,120 --> 02:43:24,960 I SAW, I HEARD, A LOT OF 4618 02:43:24,960 --> 02:43:27,200 DESCRIPTIONS OF GOOD USEFUL 4619 02:43:27,200 --> 02:43:28,440 WORK. 4620 02:43:28,440 --> 02:43:32,040 BUT IT IS ALL THE SAME OLD WORK 4621 02:43:32,040 --> 02:43:35,760 WITH ONLY ONE OR TWO EXCEPTIONS. 4622 02:43:35,760 --> 02:43:38,840 AND I THINK THAT IT IS REALLY 4623 02:43:38,840 --> 02:43:42,280 IMPORTANT THE NIH RECOGNIZE 4624 02:43:42,280 --> 02:43:42,560 THAT. 4625 02:43:42,560 --> 02:43:44,680 AND IN SAYING THAT, I DO NOT IN 4626 02:43:44,680 --> 02:43:49,320 ANY WAY MEAN TO DISMISS THE 4627 02:43:49,320 --> 02:43:51,080 EFFORTS AND VALUE OF THE 4628 02:43:51,080 --> 02:43:52,040 PRESENTERS TODAY AND ALL THE 4629 02:43:52,040 --> 02:43:54,040 OTHER PEOPLE WHO WORK IN THESE 4630 02:43:54,040 --> 02:43:55,680 FIELDS DOING WHAT THEY WERE 4631 02:43:55,680 --> 02:43:57,880 TRAINED TO DO. 4632 02:43:57,880 --> 02:44:02,040 BUT WHAT I HEAR OVER AND OVER 4633 02:44:02,040 --> 02:44:04,640 THROUGH THIS IS THE TREMENDOUS 4634 02:44:04,640 --> 02:44:08,880 FRUSTRATION FOR AUTISTIC PEOPLE 4635 02:44:08,880 --> 02:44:10,600 ATTEMPTING TO USE COMMUNICATION 4636 02:44:10,600 --> 02:44:12,080 TOOLS WITH LIMITED SUCCESS. 4637 02:44:12,080 --> 02:44:13,200 TOOLS ARE LIMITED. 4638 02:44:13,200 --> 02:44:16,880 WE ALL AGREE. 4639 02:44:16,880 --> 02:44:23,640 AND I HEAR FURTHER DEVELOPMENTS 4640 02:44:23,640 --> 02:44:24,280 OF COMMUNICATION PATHWAYS WHICH 4641 02:44:24,280 --> 02:44:26,560 OVER THE LAST TWO DECADES HAVE 4642 02:44:26,560 --> 02:44:28,320 ALREADY KIND OF RUN THEIR 4643 02:44:28,320 --> 02:44:28,560 COURSE. 4644 02:44:28,560 --> 02:44:34,480 AND AT THE SAME TIME, WE HAVE 4645 02:44:34,480 --> 02:44:36,280 SEEN THROUGH AI DEVELOPMENTS AND 4646 02:44:36,280 --> 02:44:37,880 THE DEVELOPMENTS -- WE HEARD A 4647 02:44:37,880 --> 02:44:43,480 TOUCH OF THAT IN NEURAL GUIDANCE 4648 02:44:43,480 --> 02:44:44,800 OF COMMUNICATION DEVICES IN ONE 4649 02:44:44,800 --> 02:44:53,680 OF THE PRESENTATIONS. 4650 02:44:53,680 --> 02:44:54,760 THAT SHOULD BE A PRINCIPLE FOCUS 4651 02:44:54,760 --> 02:44:55,400 IN YOUR AGENCY. 4652 02:44:55,400 --> 02:44:58,880 IF THE GOAL IS TO ADDRESS DEAF, 4653 02:44:58,880 --> 02:45:02,240 ON THE INCOMING SIDE AND 4654 02:45:02,240 --> 02:45:03,920 DISABILITY TO EXPRESS IDEAS ON 4655 02:45:03,920 --> 02:45:06,080 THE OUTGOING SIDE, THE ANSWER TO 4656 02:45:06,080 --> 02:45:08,080 THAT IS NOT IN MEDICINE. 4657 02:45:08,080 --> 02:45:14,480 IT IS IN EMERGENT TECHNOLOGY. 4658 02:45:14,480 --> 02:45:16,600 AND I REALLY THINK THAT THAT IS 4659 02:45:16,600 --> 02:45:22,880 A FUNDAMENTAL OVERSIGHT THAT HAS 4660 02:45:22,880 --> 02:45:24,360 COME FROM THE AGENCY BEING 4661 02:45:24,360 --> 02:45:25,000 STAFFED BY PEOPLE WITH MEDICAL 4662 02:45:25,000 --> 02:45:26,680 TRAINING AND THAT IS NOT 4663 02:45:26,680 --> 02:45:28,280 NECESSARILY THE FIRST PLACE THEY 4664 02:45:28,280 --> 02:45:28,920 TURN. 4665 02:45:28,920 --> 02:45:31,000 I DON'T MEAN ANY DISRESPECT OR 4666 02:45:31,000 --> 02:45:32,520 TO DISMISS THE VALUE OF MEDICINE 4667 02:45:32,520 --> 02:45:33,520 IN ANY WAY. 4668 02:45:33,520 --> 02:45:35,600 BUT I THINK THAT WE ARE AT A 4669 02:45:35,600 --> 02:45:37,720 POINT IN COMMUNICATION 4670 02:45:37,720 --> 02:45:39,880 TECHNOLOGY WHERE MEDICINE MUST 4671 02:45:39,880 --> 02:45:41,280 STAND SIDE-BY-SIDE ON AN EQUAL 4672 02:45:41,280 --> 02:45:51,280 FOOTING WITH TECHNOLOGY. 4673 02:45:51,280 --> 02:45:53,200 >> HELEN TAGER-FLUSBERG WE HEAR 4674 02:45:53,200 --> 02:45:53,400 YOU. 4675 02:45:53,400 --> 02:45:54,520 AND THE KINDS OF PARTNERSHIPS 4676 02:45:54,520 --> 02:45:56,200 YOU'RE THINKING ABOUT WILL BE 4677 02:45:56,200 --> 02:45:57,840 WHAT I HOPE WILL SEE COMING IN 4678 02:45:57,840 --> 02:45:58,920 THE NEXT DECADE. 4679 02:45:58,920 --> 02:46:06,320 LET ME CALL ON LEN APADUTO FOR 4680 02:46:06,320 --> 02:46:08,120 HIS COMMENT. 4681 02:46:08,120 --> 02:46:10,240 >> FIRST THIS HAS BEEN A GREAT 4682 02:46:10,240 --> 02:46:10,960 SESSION SO FAR. 4683 02:46:10,960 --> 02:46:12,480 SO THANK YOU FOR INVITING ME. 4684 02:46:12,480 --> 02:46:13,960 I REALLY LEARNED A LOT. 4685 02:46:13,960 --> 02:46:15,240 ONE COMMENT I'D LIKE TO MAKE AND 4686 02:46:15,240 --> 02:46:17,240 THIS COMES FROM WORK WE ARE 4687 02:46:17,240 --> 02:46:20,360 DOING RECENTLY, NOT ABOUT 4688 02:46:20,360 --> 02:46:22,840 COMMUNICATION BUT ABOUT SOCIAL 4689 02:46:22,840 --> 02:46:23,200 PARTICIPATION. 4690 02:46:23,200 --> 02:46:26,040 AND ONE OF THE THINGS THAT WE 4691 02:46:26,040 --> 02:46:30,280 FOCUSED ON HOW WE ENHANCE THE 4692 02:46:30,280 --> 02:46:31,680 COMMUNICATION SKILLS AND 4693 02:46:31,680 --> 02:46:32,560 OPPORTUNITIES FOR PEOPLE THAT 4694 02:46:32,560 --> 02:46:33,760 ARE MINIMALLY VERBAL. 4695 02:46:33,760 --> 02:46:35,040 BUT I THINK WE ALSO NEED TO 4696 02:46:35,040 --> 02:46:36,880 REMEMBER THAT WE NEED TO TRAIN 4697 02:46:36,880 --> 02:46:39,040 THE REST OF US IN TERMS OF HOW 4698 02:46:39,040 --> 02:46:40,360 WE PARTICIPATE WITH PEOPLE THAT 4699 02:46:40,360 --> 02:46:43,160 ARE USING AUGMENTIVE DEVICES. 4700 02:46:43,160 --> 02:46:46,240 WE ARE NOT VERY GOOD AT WAITING, 4701 02:46:46,240 --> 02:46:50,360 AT LISTENING, AT SUPPORTING 4702 02:46:50,360 --> 02:46:51,120 PARTICIPATION OF EVERYONE. 4703 02:46:51,120 --> 02:46:53,160 EACH WHEN WE ARE IN THE FIELD 4704 02:46:53,160 --> 02:46:55,000 AND WE FOCUS ON INCLUSION. 4705 02:46:55,000 --> 02:46:58,200 SO I THINK THERE IS THAT NEXT 4706 02:46:58,200 --> 02:47:00,040 LEVEL OF TRAINING THE REST OF US 4707 02:47:00,040 --> 02:47:01,760 IN EMPLOYMENT SETTINGS AND 4708 02:47:01,760 --> 02:47:03,480 EDUCATIONAL SETTINGS SO WE CAN 4709 02:47:03,480 --> 02:47:04,960 HELP SUPPORT NOT IN TEACHING 4710 02:47:04,960 --> 02:47:06,160 SKILLS BUT GIVING PEOPLE THE 4711 02:47:06,160 --> 02:47:07,440 OPPORTUNITY TO HAVE THEIR VOICES 4712 02:47:07,440 --> 02:47:12,080 HEARD IN ONE WAY OR ANOTHER. 4713 02:47:12,080 --> 02:47:16,480 >> CONNIE KAS AN: SO IMPORTANT. 4714 02:47:16,480 --> 02:47:18,760 >> DR. COOPER: WE TALKED ABOUT 4715 02:47:18,760 --> 02:47:21,360 EVERYBODY SHOWING THEIR CAMERA 4716 02:47:21,360 --> 02:47:24,080 SO FOLKS CAN SEE THE 4717 02:47:24,080 --> 02:47:26,200 PARTICIPANTS AND WHO IS ASKING 4718 02:47:26,200 --> 02:47:28,160 THE QUESTIONS. 4719 02:47:28,160 --> 02:47:30,840 >> I THINK AMY DI. 4720 02:47:30,840 --> 02:47:34,760 TZ HAS HER HAND UP. 4721 02:47:34,760 --> 02:47:35,040 >> AMY. 4722 02:47:35,040 --> 02:47:36,960 THANK YOU FOR INVITING ME. 4723 02:47:36,960 --> 02:47:40,000 IT'S NICE TO IMMERS PLEASE IN 4724 02:47:40,000 --> 02:47:41,160 SOMETHING COMPLETELY DIFFERENT 4725 02:47:41,160 --> 02:47:41,880 THAN NORMAL. 4726 02:47:41,880 --> 02:47:43,680 AND ALSO BEING ABLE TO CONNECT 4727 02:47:43,680 --> 02:47:46,120 THE DOTS VERY EASILY AND TO 4728 02:47:46,120 --> 02:47:48,560 UNDERSTAND THE PAINS OF THE 4729 02:47:48,560 --> 02:47:50,360 RESEARCHERS IN THE ROOM AND ALSO 4730 02:47:50,360 --> 02:47:52,000 TO CONNECT TO THE OTHER 4731 02:47:52,000 --> 02:47:54,360 STAKEHOLDERS IN THE ROOM. 4732 02:47:54,360 --> 02:47:55,880 SO THANK YOU. 4733 02:47:55,880 --> 02:47:57,800 GOING BACK TO GRANT AND HIS VERY 4734 02:47:57,800 --> 02:47:58,400 ELOQUENT OPENING. 4735 02:47:58,400 --> 02:48:01,680 IT WAS A GREAT WAY TO OPEN THE 4736 02:48:01,680 --> 02:48:01,960 AFTERNOON. 4737 02:48:01,960 --> 02:48:03,560 I WAS REALLY STRUCK BY THE 4738 02:48:03,560 --> 02:48:05,040 COMMENT AND THEN THE REPEATED 4739 02:48:05,040 --> 02:48:06,880 COMMENTS ABOUT THE CHRONIC 4740 02:48:06,880 --> 02:48:08,800 STRESS AND EVEN THE STATEMENT OF 4741 02:48:08,800 --> 02:48:10,920 THE TRAUMA. 4742 02:48:10,920 --> 02:48:12,800 IT GETS ME TEARED UP NOW JUST 4743 02:48:12,800 --> 02:48:15,280 RETHINKING THAT FROM HAVING A 4744 02:48:15,280 --> 02:48:16,320 COMMUNICATION DISORDER. 4745 02:48:16,320 --> 02:48:19,600 SOME OF MY RECENT WORK HAS BEEN 4746 02:48:19,600 --> 02:48:21,120 MOVING INTO WORKING WITH PEOPLE 4747 02:48:21,120 --> 02:48:24,520 WHO HAVE APHASIA ON BUILDING 4748 02:48:24,520 --> 02:48:28,000 RESILIENCE AND COPING SKILLS 4749 02:48:28,000 --> 02:48:29,200 THROUGH ADAPTIVE YOGA. 4750 02:48:29,200 --> 02:48:32,600 AND THROUGH SOME OF THAT WORK, I 4751 02:48:32,600 --> 02:48:35,200 HAVE JUST LEARNED A WHOLE NEW 4752 02:48:35,200 --> 02:48:37,800 SIDE OF THAT REHABILITATION 4753 02:48:37,800 --> 02:48:38,040 JOURNEY. 4754 02:48:38,040 --> 02:48:42,840 AND IT'S REALLY BEEN WONDERFUL 4755 02:48:42,840 --> 02:48:45,880 TO EXPERIENCE THAT SIDE OF THE 4756 02:48:45,880 --> 02:48:46,120 JOURNEY. 4757 02:48:46,120 --> 02:48:48,600 AND SO I'M REALLY GLAD THAT CAME 4758 02:48:48,600 --> 02:48:50,320 UP HERE TODAY. 4759 02:48:50,320 --> 02:48:53,480 AND I CAN'T SAY ANY BETTER THAN 4760 02:48:53,480 --> 02:48:55,520 GRANT AND THE OTHER STAKEHOLDERS 4761 02:48:55,520 --> 02:48:56,800 MENTIONED ON TOP OF THE FACT HOW 4762 02:48:56,800 --> 02:48:59,960 IMPORTANT IT IS TO WORK WITH THE 4763 02:48:59,960 --> 02:49:00,320 STAKEHOLDERS. 4764 02:49:00,320 --> 02:49:02,320 I'M GLAD TO HEAR THAT IS 4765 02:49:02,320 --> 02:49:02,560 HAPPENING. 4766 02:49:02,560 --> 02:49:05,800 AND SO JUST IN THE WORK OR 4767 02:49:05,800 --> 02:49:08,280 JOURNEY I HAVE BEEN DOING, JUST 4768 02:49:08,280 --> 02:49:11,000 WHAT I HAVE LEARNED IS THAT 4769 02:49:11,000 --> 02:49:12,000 OTHER -- NO MATTER HOW YOU DO 4770 02:49:12,000 --> 02:49:15,080 IT, FINDING A WAY TO -- WHETHER 4771 02:49:15,080 --> 02:49:18,280 IT'S IN YOUR CLINICAL PRACTICE, 4772 02:49:18,280 --> 02:49:20,520 IF YOU'RE AN SLP OR WHETHER 4773 02:49:20,520 --> 02:49:22,960 YOU'RE A PARENT OR A SIBLING OR 4774 02:49:22,960 --> 02:49:25,520 WAYOUR ROLE IS -- OR YOU'RE A 4775 02:49:25,520 --> 02:49:27,800 PERSON WITH AUTISM, FINDING A 4776 02:49:27,800 --> 02:49:30,120 WAY TO DEAL WITH THAT WELLNESS 4777 02:49:30,120 --> 02:49:31,320 SIDE IS SO IMPORTANT. 4778 02:49:31,320 --> 02:49:32,600 WHAT I HAVE LEARNED IN MY 4779 02:49:32,600 --> 02:49:35,200 RESEARCH JOURNEY IN THE LAST 5-7 4780 02:49:35,200 --> 02:49:37,200 YEARS, IS THAT FINDING A WAY TO 4781 02:49:37,200 --> 02:49:39,320 DEAL WITH THAT IS IT HELPED THE 4782 02:49:39,320 --> 02:49:40,600 PATIENTS WITH THE APHASIA I 4783 02:49:40,600 --> 02:49:42,680 WORKED WITH, THEY FEEL IT HELPS 4784 02:49:42,680 --> 02:49:44,440 OPEN UP THEIR LANGUAGE SYSTEM. 4785 02:49:44,440 --> 02:49:46,400 AND THAT THE WORDS COME OUT 4786 02:49:46,400 --> 02:49:48,240 EASIER FOR THEM. 4787 02:49:48,240 --> 02:49:51,840 THAT IT JUST OPENS UP LIKE A 4788 02:49:51,840 --> 02:49:52,680 BACKDOOR FOR THE LANGUAGE. 4789 02:49:52,680 --> 02:49:54,600 SO NOT ONLY I ARE THEY BETTER 4790 02:49:54,600 --> 02:49:56,720 LIKE FROM A WELLNESS 4791 02:49:56,720 --> 02:49:59,520 PERSPECTIVE, BUT IT MAKES THE 4792 02:49:59,520 --> 02:50:00,720 LANGUAGE EASIER. 4793 02:50:00,720 --> 02:50:03,120 IT'S A TWO FER. 4794 02:50:03,120 --> 02:50:04,320 THEIR LANGUAGE GETS BETTER -- 4795 02:50:04,320 --> 02:50:05,800 THEY ARE BETTER FOR THEIR 4796 02:50:05,800 --> 02:50:07,120 WELLNESS FROM A HEALTH 4797 02:50:07,120 --> 02:50:08,840 PERSPECTIVE AND IT ALSO HELPS 4798 02:50:08,840 --> 02:50:09,720 THEIR LANGUAGE. 4799 02:50:09,720 --> 02:50:11,320 SO WE'RE ACTUALLY LOOKING AT 4800 02:50:11,320 --> 02:50:17,000 WAYS TO INCORPORATE YOGA INTO 4801 02:50:17,000 --> 02:50:17,920 THERAPY SIXESES FOR THAT REASON. 4802 02:50:17,920 --> 02:50:19,520 SO THAT'S JUST A THOUGHT THERE. 4803 02:50:19,520 --> 02:50:23,800 SO I'M PUTTING ON MY AAC HAT NOW 4804 02:50:23,800 --> 02:50:26,840 AND I'M GOING -- I THINK IT WAS 4805 02:50:26,840 --> 02:50:31,240 SHANE WHO SAID TOWARDS THE 4806 02:50:31,240 --> 02:50:32,520 END -- I DON'T WANT TO MISQUOTE 4807 02:50:32,520 --> 02:50:34,240 HIM BUT I THINK HE SAID, YOU 4808 02:50:34,240 --> 02:50:37,960 KNOW, WE HAVE TO THINK ABOUT -- 4809 02:50:37,960 --> 02:50:39,320 WE ONLY HAVE SO MUCH TIME. 4810 02:50:39,320 --> 02:50:41,520 SO DO WE HAVE TO DO AAC 4811 02:50:41,520 --> 02:50:42,400 TREATMENT ALONE? 4812 02:50:42,400 --> 02:50:46,400 OR CONSIDER AAC PLUS SPEECH 4813 02:50:46,400 --> 02:50:46,680 TRAINING? 4814 02:50:46,680 --> 02:50:48,400 SO I THINK SARAH MENTIONED IT 4815 02:50:48,400 --> 02:50:51,320 VERY NICELY IN HER QUICK RUSH 4816 02:50:51,320 --> 02:50:55,880 FROM CLASS ABOUT AAC CAN BE A 4817 02:50:55,880 --> 02:50:56,320 DUAL-PURPOSE TOOL. 4818 02:50:56,320 --> 02:50:59,320 IN SOME OF MY OTHER WORK IN AAC 4819 02:50:59,320 --> 02:51:01,040 WITH PEOPLE WHO HAVE APHASIA IS 4820 02:51:01,040 --> 02:51:02,520 THAT WE LEARNED THAT WE CAN HELP 4821 02:51:02,520 --> 02:51:05,400 THEM LEARN HOW THO USE IT AS A 4822 02:51:05,400 --> 02:51:07,520 DUAL-PURPOSE TOOL. 4823 02:51:07,520 --> 02:51:14,440 WE CAN TEACH THEM. 4824 02:51:14,440 --> 02:51:15,960 WE HAVE TO TEACH THEM HOW TO USE 4825 02:51:15,960 --> 02:51:17,840 THIS TOOL AND WE CAN TEACH THEM 4826 02:51:17,840 --> 02:51:24,320 HOW TO USE IT AS A COMMUNICATION 4827 02:51:24,320 --> 02:51:24,640 TOOL. 4828 02:51:24,640 --> 02:51:26,240 AND PEOPLE ABOUT AUTISM ARE 4829 02:51:26,240 --> 02:51:28,960 DOING IT INDEPENDENTLY SELF 4830 02:51:28,960 --> 02:51:30,040 QUEUING THEM AND ALSO HEARD 4831 02:51:30,040 --> 02:51:31,240 THROUGH OTHER RESEARCH WE CAN 4832 02:51:31,240 --> 02:51:32,760 TEACH THEM HOW TO SELF QUEUE. 4833 02:51:32,760 --> 02:51:34,240 I THINK WE CAN GET A TWO FER 4834 02:51:34,240 --> 02:51:36,440 THERE AS WELL. 4835 02:51:36,440 --> 02:51:37,520 MAYBE WITH PEOPLE WHO HAVE 4836 02:51:37,520 --> 02:51:39,080 AUTISM, WE CAN TEACH THEM THE 4837 02:51:39,080 --> 02:51:39,680 SAME THING. 4838 02:51:39,680 --> 02:51:41,240 IT'S NOT A EITHER-OR. 4839 02:51:41,240 --> 02:51:43,240 IT'S NOT THIS, YOU KNOW, WE HAVE 4840 02:51:43,240 --> 02:51:45,640 TO HAVE THIS MUTUALLY EXCLUSIVE 4841 02:51:45,640 --> 02:51:47,960 DECISION HERE TO MAKE ABOUT 4842 02:51:47,960 --> 02:51:50,560 HAVING TRADITIONAL THERAPY 4843 02:51:50,560 --> 02:51:51,560 AND/OR AAC. 4844 02:51:51,560 --> 02:51:53,360 IT CAN BE A TWO FER THERE AS 4845 02:51:53,360 --> 02:51:53,560 WELL. 4846 02:51:53,560 --> 02:51:56,480 SO THOSE WERE MY BIG TAKEAWAYS 4847 02:51:56,480 --> 02:51:56,680 TODAY. 4848 02:51:56,680 --> 02:52:00,040 >> THANK YOU, AMY. 4849 02:52:00,040 --> 02:52:04,520 JUDITH YOUR TURN. 4850 02:52:04,520 --> 02:52:08,520 >> I THINK AMANDA WAS NEXT. 4851 02:52:08,520 --> 02:52:09,240 >> THANK YOU. 4852 02:52:09,240 --> 02:52:11,520 SO I'M AMANDA. 4853 02:52:11,520 --> 02:52:12,800 SPEECH PATHOLOGIST AND RESEARCH 4854 02:52:12,800 --> 02:52:17,160 IN AUSTRALIA IN AUSTRALIA. 4855 02:52:17,160 --> 02:52:19,040 AND I WORK IN A 4856 02:52:19,040 --> 02:52:19,760 RESEARCH-EMBEDDED CLINIC WHERE 4857 02:52:19,760 --> 02:52:21,840 WE FOCUS ON CHILDREN THAT ARE 4858 02:52:21,840 --> 02:52:23,360 MINIMALLY VERBAL OR 4859 02:52:23,360 --> 02:52:23,720 NON-SPEAKING. 4860 02:52:23,720 --> 02:52:25,400 AND I GUESS ONE OF THE THINGS 4861 02:52:25,400 --> 02:52:27,800 THAT HAS BEEN A FANTASTIC 4862 02:52:27,800 --> 02:52:28,560 PRESENTATION THIS MORNING. 4863 02:52:28,560 --> 02:52:31,040 I LEARNED A LOT AND REALLY 4864 02:52:31,040 --> 02:52:33,160 INTERESTING INNOVATIONS THAT ARE 4865 02:52:33,160 --> 02:52:33,440 HAPPENING. 4866 02:52:33,440 --> 02:52:35,240 ONE OF THE CHALLENGES WE FACE IS 4867 02:52:35,240 --> 02:52:38,280 AROUND 80-90% OF THE KIDS WE SEE 4868 02:52:38,280 --> 02:52:39,680 SPEAK ENGLISH AS A SECOND 4869 02:52:39,680 --> 02:52:41,080 LANGUAGE OR DO NOT SPEAK 4870 02:52:41,080 --> 02:52:41,320 ENGLISH. 4871 02:52:41,320 --> 02:52:43,120 SO WE USE A LOT OF INTERPRETERS. 4872 02:52:43,120 --> 02:52:44,880 AND I GUESS THAT IS ONE AREA WE 4873 02:52:44,880 --> 02:52:47,240 FIND VERY CHALLENGING. 4874 02:52:47,240 --> 02:52:48,560 SORT OF WORKING WITH FAMILIES 4875 02:52:48,560 --> 02:52:50,360 AND THINKING ABOUT WAYS THAT WE 4876 02:52:50,360 --> 02:52:52,960 CAN ADAPT INTERVENTIONS FOR THIS 4877 02:52:52,960 --> 02:52:54,760 GROUP BECAUSE WE HAVE GOT A 4878 02:52:54,760 --> 02:52:56,120 GROUP THAT ARE BEING LEFT 4879 02:52:56,120 --> 02:52:56,360 BEHIND. 4880 02:52:56,360 --> 02:52:57,920 BUT THAT GROUP IS EVEN FURTHER 4881 02:52:57,920 --> 02:52:59,680 LEFT BEHIND IN MY VIEW IN TERMS 4882 02:52:59,680 --> 02:53:02,400 OF MEETING THEIR NIDES. 4883 02:53:02,400 --> 02:53:06,560 SO JUST A COMMENT ABOUT THAT. 4884 02:53:06,560 --> 02:53:07,880 >> THANK YOU. 4885 02:53:07,880 --> 02:53:09,360 SUCH AN IMPORTANT POINT AND ONE 4886 02:53:09,360 --> 02:53:12,680 THAT IS GROWING OVER TIME AS 4887 02:53:12,680 --> 02:53:17,720 OPPOSED TO DIMINISHING. 4888 02:53:17,720 --> 02:53:19,920 CAITLYN 689 WE'D LOVE TO HEAR 4889 02:53:19,920 --> 02:53:20,600 FROM YOU. 4890 02:53:20,600 --> 02:53:21,360 ED. 4891 02:53:21,360 --> 02:53:24,000 >> APOLOGIES FOR DRIVING 4892 02:53:24,000 --> 02:53:25,480 WHILE -- IT'S BEEN A WONDERFUL 4893 02:53:25,480 --> 02:53:26,680 MOMENT TO LISTEN TO EVERYONE'S 4894 02:53:26,680 --> 02:53:28,160 STORIES AND I PROMISE I'LL BE IN 4895 02:53:28,160 --> 02:53:29,760 FRONT OF A COMPUTER TOMORROW. 4896 02:53:29,760 --> 02:53:31,640 I'M A RESEARCHER AT THE 4897 02:53:31,640 --> 02:53:33,000 UNIVERSITY OF SOUTH CAROLINA AND 4898 02:53:33,000 --> 02:53:36,680 I'M A COGNITIVE NEUROSCIENTIST. 4899 02:53:36,680 --> 02:53:38,000 SO IT WAS VERY GRADUAL ABOUT THE 4900 02:53:38,000 --> 02:53:40,000 CONVERSATION ABOUT THINKING 4901 02:53:40,000 --> 02:53:43,080 THROUGH BIOLOGICAL CAPACITY THAT 4902 02:53:43,080 --> 02:53:43,480 ALICE MENTIONS. 4903 02:53:43,480 --> 02:53:46,000 I WANTED TO POSE A QUESTION TO 4904 02:53:46,000 --> 02:53:48,080 THE GROUP THAT SEEMED TO RING IN 4905 02:53:48,080 --> 02:53:49,200 EVERYONE'S CONVERSATION ABOUT 4906 02:53:49,200 --> 02:53:52,400 THIS IDEA OF HETEROGENEITY AND. 4907 02:53:52,400 --> 02:53:54,520 DON'T NECESSARILY THINK WE HAVE 4908 02:53:54,520 --> 02:53:56,480 GREAT STRATEGIES FOR HOW WE WILL 4909 02:53:56,480 --> 02:53:58,360 BE ADDRESSING HETEROGENEITY. 4910 02:53:58,360 --> 02:53:59,560 AND THIS IS GOING TO COME INTO 4911 02:53:59,560 --> 02:54:01,760 PLAY IN A LOT OF DIFFERENT AREAS 4912 02:54:01,760 --> 02:54:04,080 IN TERMS OF CAPACITY OR THE 4913 02:54:04,080 --> 02:54:06,200 BIOLOGICAL FOUNDATIONS FOR 4914 02:54:06,200 --> 02:54:07,280 COMMUNICATION IN DIFFERENT WAYS. 4915 02:54:07,280 --> 02:54:08,680 BUT IT ALSO IS GOING TO COME 4916 02:54:08,680 --> 02:54:12,680 INTO PLAY IN TERMS OF WHAT 4917 02:54:12,680 --> 02:54:15,280 PARENTS AND INDIVIDUALS MIGHT 4918 02:54:15,280 --> 02:54:17,680 SEE AS THEIR LONG-TERM GOALS AND 4919 02:54:17,680 --> 02:54:19,960 WHAT INCREMENTAL PROGRESS LOOKS 4920 02:54:19,960 --> 02:54:20,280 LIKE. 4921 02:54:20,280 --> 02:54:22,400 SO UNDERSTANDING THAT MAYBE 4922 02:54:22,400 --> 02:54:25,280 MAKING A REQUEST SUCCESSFULLY IS 4923 02:54:25,280 --> 02:54:27,320 THAT LIKE -- FANTASTIC 4924 02:54:27,320 --> 02:54:28,000 ACHIEVEMENT IN A YEAR. 4925 02:54:28,000 --> 02:54:30,000 AND I THINK THAT IS SOMETHING 4926 02:54:30,000 --> 02:54:31,800 THAT WE MIGHT COME TO ADDRESS 4927 02:54:31,800 --> 02:54:33,320 TOMORROW IN SOME OF OUR 4928 02:54:33,320 --> 02:54:33,640 CONVERSATIONS. 4929 02:54:33,640 --> 02:54:36,120 I THINK IT WILL BE REALLY 4930 02:54:36,120 --> 02:54:38,680 HELPFUL TO HAVE SOME -- AND MAY 4931 02:54:38,680 --> 02:54:39,880 BE OFF SHOOT CONVERSATIONS ABOUT 4932 02:54:39,880 --> 02:54:41,880 HOW DO WE ADDRESS THAT? 4933 02:54:41,880 --> 02:54:43,400 AND AT WHAT LEVEL ARE WE GOING 4934 02:54:43,400 --> 02:54:45,080 AFTER SOME OF THESE PIECES? 4935 02:54:45,080 --> 02:54:49,120 IS IT THAT WE TRY TO TAKE OUR 4936 02:54:49,120 --> 02:54:51,480 HET GENIUS POPULATION AND NEEDS 4937 02:54:51,480 --> 02:54:54,800 AND TRY TO DEVELOP AND 4938 02:54:54,800 --> 02:54:56,920 UNDERSTAND THESE PROCESSES FOR 4939 02:54:56,920 --> 02:54:58,000 DIFFERENT GROUPS OF KIDS? 4940 02:54:58,000 --> 02:54:59,600 BUT IF WE ARE ALL SPREAD ACROSS 4941 02:54:59,600 --> 02:55:02,120 THE GLOBE, MAYBE THAT'S NOT AS 4942 02:55:02,120 --> 02:55:02,360 EFFECTIVE. 4943 02:55:02,360 --> 02:55:03,000 I DON'T KNOW. 4944 02:55:03,000 --> 02:55:04,520 I DEFINITELY DON'T HAVE THE 4945 02:55:04,520 --> 02:55:05,200 SOLUTION BUT I KNOW IT'S 4946 02:55:05,200 --> 02:55:07,400 SOMETHING THAT IS BECOMING AN 4947 02:55:07,400 --> 02:55:09,000 INCREASING NEED AND WOULD LOVE 4948 02:55:09,000 --> 02:55:14,200 TO HEAR OTHER PERSPECTIVES ON IT 4949 02:55:14,200 --> 02:55:14,640 IT. 4950 02:55:14,640 --> 02:55:16,880 >> THANK YOU. 4951 02:55:16,880 --> 02:55:18,080 CAITLYN, PERHAPS THAT'S A TOPIC 4952 02:55:18,080 --> 02:55:24,280 WE CAN CIRCLE BACK TO TOMORROW. 4953 02:55:24,280 --> 02:55:25,480 WE DISCUSS RESEARCH DESIGNS AND 4954 02:55:25,480 --> 02:55:27,840 METHODS THAT WE CAN USE FOR 4955 02:55:27,840 --> 02:55:28,920 INTERVENTION STUDIES. 4956 02:55:28,920 --> 02:55:31,400 BECAUSE I THINK THAT IS AT THE 4957 02:55:31,400 --> 02:55:33,840 HEART OF THE ISSUE. 4958 02:55:33,840 --> 02:55:35,000 NANCY BRADY. 4959 02:55:35,000 --> 02:55:36,560 I'M GLAD TO SEE YOU WERE FINALLY 4960 02:55:36,560 --> 02:55:38,720 ABLE TO RAISE YOUR HAND. 4961 02:55:38,720 --> 02:55:43,120 WE'D LOVE TO HEAR YOUR COMMENTS. 4962 02:55:43,120 --> 02:55:44,920 >> NOT THE BEST TECH PERSON 4963 02:55:44,920 --> 02:55:46,600 HERE, BUT GLAD I GOT IT WORKING 4964 02:55:46,600 --> 02:55:47,080 TOO. 4965 02:55:47,080 --> 02:55:49,400 SO, I JUST HAD A COUPLE OF QUICK 4966 02:55:49,400 --> 02:55:51,240 COMMENTS ON THESE REALLY, REALLY 4967 02:55:51,240 --> 02:55:54,480 INTERESTING PRESENTATIONS. 4968 02:55:54,480 --> 02:55:57,320 ONE IS I WANT TO REITERATE WHAT 4969 02:55:57,320 --> 02:56:04,000 TWO OF THE PARENTS COMMENTED 4970 02:56:04,000 --> 02:56:04,800 ABOUT. 4971 02:56:04,800 --> 02:56:09,240 NOT EVERY PERSON WHO IS IN THIS 4972 02:56:09,240 --> 02:56:10,400 ROLE TIKES GRAPHIC-BASED AAC. 4973 02:56:10,400 --> 02:56:13,040 SO ACKNOWLEDGING THAT THE ROLE 4974 02:56:13,040 --> 02:56:19,600 OF NON GRAPHIC-BASED AND USING 4975 02:56:19,600 --> 02:56:21,720 MOTOR BEHAVIORS AND GESTURES AND 4976 02:56:21,720 --> 02:56:24,520 THERE WAS A LOT OF WORK ON SIGN 4977 02:56:24,520 --> 02:56:25,920 THAT GOT DROPPED ONCE WE 4978 02:56:25,920 --> 02:56:28,640 DISCOVERED THE POWER FOR MOST 4979 02:56:28,640 --> 02:56:30,840 PEOPLE FOR GRAPHIC-BASED AAC. 4980 02:56:30,840 --> 02:56:32,120 BUT FOR THOSE THAT HAVE BEEN 4981 02:56:32,120 --> 02:56:33,520 KIND OF LEFT BEHIND, I THINK WE 4982 02:56:33,520 --> 02:56:35,720 NEED TO RETHINK THOSE AREAS. 4983 02:56:35,720 --> 02:56:37,920 AND THEN THE SECOND POINT WAS TO 4984 02:56:37,920 --> 02:56:41,440 MAKE A PLUG FOR SECONDARY DATA 4985 02:56:41,440 --> 02:56:41,720 ANALYSIS. 4986 02:56:41,720 --> 02:56:43,960 ONE OF THE POINTS THAT JANICE 4987 02:56:43,960 --> 02:56:45,360 LIGHT MADE IN HER PRESENTATION 4988 02:56:45,360 --> 02:56:50,200 WAS THE FINDING ABOUT THE 4989 02:56:50,200 --> 02:56:51,200 DISCREPANT SERVICES FOR BLACK 4990 02:56:51,200 --> 02:56:52,640 STUDENTS AND THAT CAME FROM A 4991 02:56:52,640 --> 02:56:54,640 SECONDARY ANALYSIS OF DATA THAT 4992 02:56:54,640 --> 02:56:56,840 WE COLLECTED AND CONTRIBUTED TO 4993 02:56:56,840 --> 02:56:59,240 THE END OUR DATABASE. 4994 02:56:59,240 --> 02:57:00,920 SO IT WAS GREAT TO HAVE HER 4995 02:57:00,920 --> 02:57:02,440 STUDENT GO BACK AND LOOK AT 4996 02:57:02,440 --> 02:57:02,800 THAT. 4997 02:57:02,800 --> 02:57:05,840 WE DIDN'T FIND THAT DISCREPANT 4998 02:57:05,840 --> 02:57:06,080 FINDING. 4999 02:57:06,080 --> 02:57:07,240 SO THOSE OF US WHO ARE LOOKING 5000 02:57:07,240 --> 02:57:09,120 FOR A PROJECT FOR STUDENTS TO 5001 02:57:09,120 --> 02:57:11,120 DO, I JUST THOUGHT THAT WAS A 5002 02:57:11,120 --> 02:57:14,720 GREAT USE OF EXISTING DATA. 5003 02:57:14,720 --> 02:57:18,080 JUST WANTED TO MAKE THAT PLUG. 5004 02:57:18,080 --> 02:57:21,640 AND NOW I KNOW HOW TO LOWER MY 5005 02:57:21,640 --> 02:57:21,880 HAND. 5006 02:57:21,880 --> 02:57:23,840 >> I SEE -- I THINK THAT'S A 5007 02:57:23,840 --> 02:57:24,560 REALLY GOOD POINT. 5008 02:57:24,560 --> 02:57:27,840 LET'S USE WHAT WE HAVE GOT IF WE 5009 02:57:27,840 --> 02:57:28,440 CAN. 5010 02:57:28,440 --> 02:57:28,760 DENISE? 5011 02:57:28,760 --> 02:57:30,840 YOU HAVE YOUR HAND UP. 5012 02:57:30,840 --> 02:57:31,640 DENISE LOMBARDI. 5013 02:57:31,640 --> 02:57:32,120 >> I DO. 5014 02:57:32,120 --> 02:57:32,640 THANK YOU. 5015 02:57:32,640 --> 02:57:34,920 SO I WANTED TO MAKE A COMMENT. 5016 02:57:34,920 --> 02:57:37,280 I DON'T AGREE THAT SOME OF THESE 5017 02:57:37,280 --> 02:57:39,680 INTERVENTIONS HAVE RUN THEIR 5018 02:57:39,680 --> 02:57:39,880 COURSE. 5019 02:57:39,880 --> 02:57:43,120 I THINK WE DON'T HAVE ENOUGH 5020 02:57:43,120 --> 02:57:43,960 DATA AND EVIDENCE YET. 5021 02:57:43,960 --> 02:57:46,760 AND ESPECIALLY IF YOU GO BACK TO 5022 02:57:46,760 --> 02:57:48,360 THE POINT THATAL VON SINGER 5023 02:57:48,360 --> 02:57:50,760 BROUGHT UP ABOUT BIOLOGY, WE 5024 02:57:50,760 --> 02:57:53,360 DON'T REALLY KNOW WHAT IS 5025 02:57:53,360 --> 02:57:54,760 CAUSING THESE ISSUES. 5026 02:57:54,760 --> 02:57:59,280 WHY IS IT THAT 30% OF PEOPLE IN 5027 02:57:59,280 --> 02:58:00,480 THE AUTISM SPECTRUM, INCLUDING 5028 02:58:00,480 --> 02:58:04,880 MY SON, DON'T GAIN MEANINGFUL 5029 02:58:04,880 --> 02:58:06,240 SPEECH, EXEXPRESSIVE LANGUAGE? 5030 02:58:06,240 --> 02:58:10,600 AND I DON'T KNOW HOW YOU 5031 02:58:10,600 --> 02:58:12,160 EFFECTIVELY REMEDIATE THAT THE 5032 02:58:12,160 --> 02:58:13,800 WITHOUT BETTER UNDERSTANDING OF 5033 02:58:13,800 --> 02:58:14,760 THE BIOLOGY. 5034 02:58:14,760 --> 02:58:16,360 AND I DON'T THINK THAT YOU CAN 5035 02:58:16,360 --> 02:58:19,920 JUST SAY, THESE INTERVENTIONS 5036 02:58:19,920 --> 02:58:21,440 DON'T WORK BECAUSE -- WE DON'T 5037 02:58:21,440 --> 02:58:23,760 KNOW WHAT INTERVENTION IS GOING 5038 02:58:23,760 --> 02:58:25,960 TO WORK ON WHAT SPECIFIC 5039 02:58:25,960 --> 02:58:31,480 POPULATION BECAUSE WE HAVE SUCH 5040 02:58:31,480 --> 02:58:36,440 A -- JUST SUCH A WIDE 5041 02:58:36,440 --> 02:58:38,240 PRESENTATION IN THE WORLD OF THE 5042 02:58:38,240 --> 02:58:40,040 AUTISM SPECTRUM DISORDER. 5043 02:58:40,040 --> 02:58:43,080 I PERSONALLY WOULD LOVE TO SEE 5044 02:58:43,080 --> 02:58:46,280 MORE RESEARCH DIRECTED TOWARDS 5045 02:58:46,280 --> 02:58:48,480 WHAT IS THE BIOLOGY? 5046 02:58:48,480 --> 02:58:52,520 I CAN ONLY JUST EXPRESS MY -- 5047 02:58:52,520 --> 02:58:53,120 OUR EXPERIENCES WITH OUR SON 5048 02:58:53,120 --> 02:58:55,320 WHEN HE WAS YOUNG. 5049 02:58:55,320 --> 02:58:58,280 HE, AT A VERY EARLY AGE HAD TO, 5050 02:58:58,280 --> 02:59:00,960 I BELIEVE -- HE HAD TO TUNE ME 5051 02:59:00,960 --> 02:59:02,360 OUT BECAUSE I THINK -- AND TUNE 5052 02:59:02,360 --> 02:59:04,000 OUT THE LARGER WORLD BECAUSE IT 5053 02:59:04,000 --> 02:59:08,720 WAS TOO MUCH FOR HIM TO PROCESS. 5054 02:59:08,720 --> 02:59:11,280 THERE WAS AN INCIDENT WHERE MY 5055 02:59:11,280 --> 02:59:13,160 HUSBAND CAME IN AND I'M HOLDING 5056 02:59:13,160 --> 02:59:14,480 MY SON AS AN INFANT. 5057 02:59:14,480 --> 02:59:16,760 AND I SAID TO MY HUSBAND VERY, 5058 02:59:16,760 --> 02:59:18,000 VERY, AT A VERY LOW VOICE, I 5059 02:59:18,000 --> 02:59:19,680 SAID IF I START TALKING TO HIM 5060 02:59:19,680 --> 02:59:21,400 IN A NORMAL VOICE, HE'S GOING TO 5061 02:59:21,400 --> 02:59:23,240 START CRYING. 5062 02:59:23,240 --> 02:59:26,400 THIS WAS WELL BEFORE HE GOT AN 5063 02:59:26,400 --> 02:59:27,560 AUTISM DIAGNOSIS. 5064 02:59:27,560 --> 02:59:30,000 AND SURE ENOUGH, I DID MY 5065 02:59:30,000 --> 02:59:31,720 EXPERIMENT, MY SON STARTED 5066 02:59:31,720 --> 02:59:31,960 CRYING. 5067 02:59:31,960 --> 02:59:37,000 I SHUT UP AND MY SON CALMED 5068 02:59:37,000 --> 02:59:37,480 DOWN. 5069 02:59:37,480 --> 02:59:40,920 SO WHAT WAS IT AT THAT STAGE OF 5070 02:59:40,920 --> 02:59:43,080 HIS DEVELOPMENT THAT -- WHAT WAS 5071 02:59:43,080 --> 02:59:44,080 CAUSING THAT? 5072 02:59:44,080 --> 02:59:45,880 IT HAD TO BE PAIN, RIGHT? 5073 02:59:45,880 --> 02:59:49,600 IT HAD TO BE PAINFUL FOR HIM. 5074 02:59:49,600 --> 02:59:51,000 AND HE WAS COMMUNICATING THAT 5075 02:59:51,000 --> 02:59:54,880 VIA CRYING. 5076 02:59:54,880 --> 02:59:56,520 SO, I THINK WE STILL NEED TO DO 5077 02:59:56,520 --> 02:59:58,600 A TREMENDOUS AMOUNT OF 5078 02:59:58,600 --> 03:00:03,080 EXPLORATION IN TERMS OF WHAT IS 5079 03:00:03,080 --> 03:00:03,880 HAPPENING AT THE INFANCY STAGE 5080 03:00:03,880 --> 03:00:06,600 SO THAT CHILDREN LIKE MINE 5081 03:00:06,600 --> 03:00:07,040 AREN'T STUFFERRING. 5082 03:00:07,040 --> 03:00:07,920 BECAUSE THAT IS WHAT IT IS AT 5083 03:00:07,920 --> 03:00:10,400 THE END OF THE DAY. 5084 03:00:10,400 --> 03:00:12,400 WE HAVE BEEN ABLE TO FIND SOME 5085 03:00:12,400 --> 03:00:14,680 COPING MECHANISMS OVER THE LAST 5086 03:00:14,680 --> 03:00:16,800 19 YEARS, BUT I THINK IT'S 5087 03:00:16,800 --> 03:00:20,320 IMPORTANT WE DON'T FORGET ABOUT 5088 03:00:20,320 --> 03:00:26,280 CAUSE AND WHAT IS GOING TO BE 5089 03:00:26,280 --> 03:00:29,160 BENEFICIAL FOR EACH OF THESE 5090 03:00:29,160 --> 03:00:31,240 VERY UNIQUE PROFILES. 5091 03:00:31,240 --> 03:00:31,800 THANK YOU. 5092 03:00:31,800 --> 03:00:32,520 >> I AGREE. 5093 03:00:32,520 --> 03:00:34,880 AND THERE IS SOME WORK GOING ON 5094 03:00:34,880 --> 03:00:38,080 NOW ABOUT BRINGING TO BIOLOGY, 5095 03:00:38,080 --> 03:00:38,920 BRINGING BEHAVIOR TOGETHER. 5096 03:00:38,920 --> 03:00:42,680 BUT I THINK WE ARE AT SUCH EARLY 5097 03:00:42,680 --> 03:00:42,920 STAGES. 5098 03:00:42,920 --> 03:00:43,720 AND YOU'RE RIGHT. 5099 03:00:43,720 --> 03:00:45,120 WE DON'T KNOW AS MUCH AS WE 5100 03:00:45,120 --> 03:00:45,800 SHOULD KNOW. 5101 03:00:45,800 --> 03:00:50,880 SO THANK YOU FOR THAT. 5102 03:00:50,880 --> 03:00:51,400 JUDITH? 5103 03:00:51,400 --> 03:00:53,120 >> I THINK MARY ANN HAD HER HAND 5104 03:00:53,120 --> 03:01:02,280 UP AND THEN GIACOM-O AND THEN 5105 03:01:02,280 --> 03:01:04,640 MARY ANN. 5106 03:01:04,640 --> 03:01:06,520 >> SO THANK YOU VERY MUCH FOR 5107 03:01:06,520 --> 03:01:09,320 THIS WONDERFUL DAY OF VERY 5108 03:01:09,320 --> 03:01:10,320 STIMULATING DISCUSSION ABOUT 5109 03:01:10,320 --> 03:01:11,800 WHERE WE GO. 5110 03:01:11,800 --> 03:01:15,280 AND I JUST WANT TO HIGHLIGHT ONE 5111 03:01:15,280 --> 03:01:16,720 THING ABOUT THE HISTORY OF ALL 5112 03:01:16,720 --> 03:01:17,480 OF THIS. 5113 03:01:17,480 --> 03:01:21,800 AND THAT IS THAT INDIVIDUALS WHO 5114 03:01:21,800 --> 03:01:23,520 ARE ADULTS TODAY DID NOT HAVE 5115 03:01:23,520 --> 03:01:26,320 ACCESS TO WHAT WE HAVE TODAY IN 5116 03:01:26,320 --> 03:01:29,920 TERMS OF TECHNOLOGY, IN TERMS OF 5117 03:01:29,920 --> 03:01:30,520 INTERVENTION ADVANCES. 5118 03:01:30,520 --> 03:01:35,000 WHAT WE KNOW ABOUT AAC 5119 03:01:35,000 --> 03:01:35,280 ET CETERA. 5120 03:01:35,280 --> 03:01:37,760 WE REALLY DON'T HAVE THE DATA AS 5121 03:01:37,760 --> 03:01:43,560 I BELIEVE IT WAS DENISE WAS SAY 5122 03:01:43,560 --> 03:01:45,200 SAYING TO TELL US WHAT THE 5123 03:01:45,200 --> 03:01:46,760 CURRENT STATE OF THINGS IN TERMS 5124 03:01:46,760 --> 03:01:49,960 OF AAC, AT LEAST, ARE. 5125 03:01:49,960 --> 03:01:53,360 AND HOW THEY EFFECT CHILDREN 5126 03:01:53,360 --> 03:01:54,760 DEVELOPING TODAY. 5127 03:01:54,760 --> 03:01:58,120 AND HOW THEY COULD EFFECT 5128 03:01:58,120 --> 03:02:00,360 CHILDREN AS THEY DEVELOP AND 5129 03:02:00,360 --> 03:02:02,760 BECOME ADOLESCENTS AND ADULTS. 5130 03:02:02,760 --> 03:02:05,720 SO I THINK WE HAVE -- WE CAN'T 5131 03:02:05,720 --> 03:02:09,320 FORGET THAT WHAT WE KNOW IS 5132 03:02:09,320 --> 03:02:12,640 BASED ON THE OLD OF WHAT THERE 5133 03:02:12,640 --> 03:02:14,520 WAS, NOT THE CURRENT. 5134 03:02:14,520 --> 03:02:16,720 AND SO I THINK IN TERMS OF 5135 03:02:16,720 --> 03:02:19,360 LOOKING AT OUTCOMES, WE REALLY 5136 03:02:19,360 --> 03:02:21,720 ARE AT IN SOME SENSE, A FRESH 5137 03:02:21,720 --> 03:02:22,040 START. 5138 03:02:22,040 --> 03:02:24,600 BECAUSE WE HAVE ADVANCED SO 5139 03:02:24,600 --> 03:02:24,800 MUCH. 5140 03:02:24,800 --> 03:02:27,560 I DO THINK THE ISSUES THAT WERE 5141 03:02:27,560 --> 03:02:30,040 RAISED ABOUT MAKING SURE WE 5142 03:02:30,040 --> 03:02:31,920 INCLUDE THE MOST ADVANCED 5143 03:02:31,920 --> 03:02:35,360 TECHNOLOGY IS CRITICAL. 5144 03:02:35,360 --> 03:02:38,400 BUT I THINK THAT IT'S NOT THAT 5145 03:02:38,400 --> 03:02:39,560 THE -- THAT WE HAVEN'T DEVELOPED 5146 03:02:39,560 --> 03:02:40,560 OVER TIME. 5147 03:02:40,560 --> 03:02:41,920 WE HAVE. 5148 03:02:41,920 --> 03:02:44,320 BUT WE ARE NOT -- WE DON'T HAVE 5149 03:02:44,320 --> 03:02:46,840 ENOUGH DATA AND RESEARCH TO 5150 03:02:46,840 --> 03:02:49,240 REALLY SHOW WHAT THE CHANGES 5151 03:02:49,240 --> 03:02:51,640 HAVE REALLY RESULTED IN OVER 5152 03:02:51,640 --> 03:02:51,960 TIME. 5153 03:02:51,960 --> 03:02:54,360 SO I JUST ENCOURAGE US TO THINK 5154 03:02:54,360 --> 03:02:57,040 ABOUT STUDYING YOUNG CHILDREN 5155 03:02:57,040 --> 03:03:00,640 AND THEN STUDYING THEM 5156 03:03:00,640 --> 03:03:01,000 LONGITUDINALLY. 5157 03:03:01,000 --> 03:03:02,000 I THINK SOMEBODY TALKED ABOUT 5158 03:03:02,000 --> 03:03:03,160 THAT EARLIER. 5159 03:03:03,160 --> 03:03:04,640 MAYBE IT WAS CONNIE WHO SAID 5160 03:03:04,640 --> 03:03:06,560 THAT EARLY ON. 5161 03:03:06,560 --> 03:03:08,960 BUT I THINK THAT THAT IS VERY 5162 03:03:08,960 --> 03:03:09,240 IMPORTANT. 5163 03:03:09,240 --> 03:03:11,280 SO THANK YOU. 5164 03:03:11,280 --> 03:03:12,560 >> I THINK KAREN ACTUALLY TALKED 5165 03:03:12,560 --> 03:03:15,680 ABOUT THAT, WHICH IS GOOD, ABOUT 5166 03:03:15,680 --> 03:03:16,920 EARLY AND JANICE. 5167 03:03:16,920 --> 03:03:20,520 EARLY IS GREAT BUT OF COURSE WE 5168 03:03:20,520 --> 03:03:22,760 STILL HAVE ADULTS. 5169 03:03:22,760 --> 03:03:28,360 SO IT'S LIKE, THERE IS ROOM FOR 5170 03:03:28,360 --> 03:03:30,240 EVERYONE. 5171 03:03:30,240 --> 03:03:33,240 LET'S SEE. 5172 03:03:33,240 --> 03:03:36,440 >> GIACOMO HAS HIS HAND UP. 5173 03:03:36,440 --> 03:03:37,760 >> THANK YOU. 5174 03:03:37,760 --> 03:03:40,040 YES, I DO RESEARCH BUT I AM ALSO 5175 03:03:40,040 --> 03:03:45,680 THE BROTHER OF TWO 30 YEARS OLD 5176 03:03:45,680 --> 03:03:49,360 ADULTS WHO ARE AUTISTIC AND 5177 03:03:49,360 --> 03:03:50,040 MINIMALLY VERBAL. 5178 03:03:50,040 --> 03:03:52,120 AND I WAS REALLY APPRECIATING 5179 03:03:52,120 --> 03:03:54,800 THE COMMENT MADE EARLIER ABOUT 5180 03:03:54,800 --> 03:03:57,920 THE IMPORTANCE OF INDIVIDUALS 5181 03:03:57,920 --> 03:04:02,160 WHO ARE MORE PRONE TO GESTURES 5182 03:04:02,160 --> 03:04:03,720 AND SIGNS TO COMMUNICATE AND NOT 5183 03:04:03,720 --> 03:04:11,480 SO MUCH USING IMAGES OR VISUAL. 5184 03:04:11,480 --> 03:04:12,800 WHEN MY BROTHERS WERE YOUNG, 5185 03:04:12,800 --> 03:04:16,680 THEY WERE SPONTANEOUSLY USING 5186 03:04:16,680 --> 03:04:18,080 SIGNS. 5187 03:04:18,080 --> 03:04:20,280 AND THAT WAS VERY MUCH 5188 03:04:20,280 --> 03:04:21,880 DISCOURAGED AT THE TIME BY 5189 03:04:21,880 --> 03:04:25,320 PROFESSIONALS, IN MY COUNTRY, IN 5190 03:04:25,320 --> 03:04:26,080 ITALY IN THE 90s. 5191 03:04:26,080 --> 03:04:28,280 THERE WAS A DOGMA, REALLY IF 5192 03:04:28,280 --> 03:04:30,520 YOU'RE AUTISTIC, YOU'RE A VISUAL 5193 03:04:30,520 --> 03:04:30,760 PERSON. 5194 03:04:30,760 --> 03:04:31,680 YOU'RE A VISUAL EVERYTHING. 5195 03:04:31,680 --> 03:04:33,960 SO EVERYTHING HAD TO DO WITH 5196 03:04:33,960 --> 03:04:34,280 IMAGES. 5197 03:04:34,280 --> 03:04:35,680 AND THAT WAS ONE DOGMA. 5198 03:04:35,680 --> 03:04:37,880 THE OTHER IS THE GESTURES OR 5199 03:04:37,880 --> 03:04:42,640 SIGNS WERE AS ABSTRACT AS WORDS. 5200 03:04:42,640 --> 03:04:46,280 AND SO, BECAUSE THE SYMBOLIC 5201 03:04:46,280 --> 03:04:49,720 SYSTEM OF SIGN LANGUAGE WAS 5202 03:04:49,720 --> 03:04:50,440 SYMBOLIC IN NATURE. 5203 03:04:50,440 --> 03:04:54,080 IT WAS NOT A VIABLE OPTION. 5204 03:04:54,080 --> 03:04:56,560 AND SO, THAT ALWAYS MADE ME 5205 03:04:56,560 --> 03:04:57,520 THINK ABOUT HOW MUCH INFORMATION 5206 03:04:57,520 --> 03:04:59,560 THAT MIGHT COME FROM US, IT 5207 03:04:59,560 --> 03:05:01,240 MIGHT COME FROM RESEARCH IN 5208 03:05:01,240 --> 03:05:04,120 TERMS OF TURNING INTO DOGMA WHEN 5209 03:05:04,120 --> 03:05:05,680 IT BECOMES PART OF CLINICAL 5210 03:05:05,680 --> 03:05:05,960 PRACTICE. 5211 03:05:05,960 --> 03:05:09,280 AND HOW MUCH WE NEED TO STUDY. 5212 03:05:09,280 --> 03:05:10,400 THIS IS IT A PRIORITY. 5213 03:05:10,400 --> 03:05:13,520 WE NEED TO STUDY ATTITUDES AND 5214 03:05:13,520 --> 03:05:14,800 BELIEFS BEING PRACTITIONERS. 5215 03:05:14,800 --> 03:05:16,480 ESPECIALLY THOSE WHO ARE TRAINED 5216 03:05:16,480 --> 03:05:19,200 TO THINK ABOUT AUTISM IN A 5217 03:05:19,200 --> 03:05:20,480 CERTAIN WAY. 5218 03:05:20,480 --> 03:05:22,480 BECAUSE THIS IS WHAT WHAT YOU 5219 03:05:22,480 --> 03:05:23,400 ARE HEARING. 5220 03:05:23,400 --> 03:05:24,600 AUTISM IS LIKE THIS. 5221 03:05:24,600 --> 03:05:26,760 AND THOSE SAME CLINICIANS, I 5222 03:05:26,760 --> 03:05:27,960 KNOW THEM, THE ONES WHO WERE 5223 03:05:27,960 --> 03:05:29,480 WORKING WITH MY BROTHERS 20 5224 03:05:29,480 --> 03:05:30,200 YEARS AGO. 5225 03:05:30,200 --> 03:05:31,720 I STILL STAY IN TOUCH WITH THEM. 5226 03:05:31,720 --> 03:05:33,800 THEY ARE STILL THINKING THE SAME 5227 03:05:33,800 --> 03:05:35,000 THINGS 20 YEARS LATER. 5228 03:05:35,000 --> 03:05:39,080 WE DON'T DO A VERY GOOD JOB. 5229 03:05:39,080 --> 03:05:40,160 STUDYING THE WAY OUR KNOWLEDGE 5230 03:05:40,160 --> 03:05:44,120 IS ASSIMILATED BY PRACTICE. 5231 03:05:44,120 --> 03:05:46,720 AND ALSO SORT OF READDRESSING 5232 03:05:46,720 --> 03:05:49,000 THE MESSAGES THAT HAVE COME FROM 5233 03:05:49,000 --> 03:05:49,840 OUR RESEARCH. 5234 03:05:49,840 --> 03:05:52,680 THE SECOND THING THAT I THINK IS 5235 03:05:52,680 --> 03:05:54,080 REALLY COMPLEX AS I SAID, IS 5236 03:05:54,080 --> 03:05:58,080 FROM A RESEARCH PERSPECTIVE IS 5237 03:05:58,080 --> 03:06:02,200 THIS UNTANGLING A QUEUE FROM A 5238 03:06:02,200 --> 03:06:06,400 LANGUAGE OUTPUT. 5239 03:06:06,400 --> 03:06:09,120 I KNOW IT IS -- WHEN WE DO THE 5240 03:06:09,120 --> 03:06:11,280 RESEARCH THAT WE ARE DOING, WE 5241 03:06:11,280 --> 03:06:13,720 OFTEN HAVE THIS PHENOMENON ONCE 5242 03:06:13,720 --> 03:06:15,320 WE CONSIDER A QUEUE AS A FACTOR 5243 03:06:15,320 --> 03:06:18,800 IN OUR ANALYSIS, THAT TENDS TO 5244 03:06:18,800 --> 03:06:21,080 EXPLAIN A LOT OF VARIOUS BUT 5245 03:06:21,080 --> 03:06:23,600 CONCEPTUALLY IT DOESN'T EXPLAIN 5246 03:06:23,600 --> 03:06:24,480 MUCH BECAUSE THERE ARE SO MANY 5247 03:06:24,480 --> 03:06:25,640 DIFFERENT FACTORS AND REASONS 5248 03:06:25,640 --> 03:06:28,960 WHY A CHILD OR AN ADULT MIGHT 5249 03:06:28,960 --> 03:06:33,800 HAVE A PERFORMANCE AND IQ TEST. 5250 03:06:33,800 --> 03:06:35,640 BUT SOMETIMES WE GET STUCK 5251 03:06:35,640 --> 03:06:35,840 THERE. 5252 03:06:35,840 --> 03:06:38,320 WE JUST SAY, YOU KNOW, THERE IS 5253 03:06:38,320 --> 03:06:39,720 MANY REASONS THAT THIS IS NOT 5254 03:06:39,720 --> 03:06:41,720 REALLY A MEANINGFUL OR SOMETHING 5255 03:06:41,720 --> 03:06:45,800 THAT CAN WORK WITH A MEANINGFUL 5256 03:06:45,800 --> 03:06:48,600 FACTOR I CAN ADDRESS WITH 5257 03:06:48,600 --> 03:06:49,000 INTERVENTION. 5258 03:06:49,000 --> 03:06:50,800 AND I THINK WE SHOULD DO IT. 5259 03:06:50,800 --> 03:06:55,920 WE SHOULD TRY TO IDENTIFY THE 5260 03:06:55,920 --> 03:06:58,800 MECHANISMS THROUGH WHICH VERBAL 5261 03:06:58,800 --> 03:07:00,960 LEVEL THAT IS ALIGNED WITH IQ 5262 03:07:00,960 --> 03:07:03,720 LEVEL CONTRIBUTES TO FURTHER 5263 03:07:03,720 --> 03:07:07,240 DELAYS IN IQ AND VICE VERSA. 5264 03:07:07,240 --> 03:07:10,120 IT'S JUST EXTREMELY COMPLEX BUT 5265 03:07:10,120 --> 03:07:15,080 IT JUST NEEDS TO BE ADDRESSED. 5266 03:07:15,080 --> 03:07:17,120 >> THANK YOU FOR THAT. 5267 03:07:17,120 --> 03:07:18,640 I THINK YOU RAISE A REALLY 5268 03:07:18,640 --> 03:07:19,080 INTERESTING POINT. 5269 03:07:19,080 --> 03:07:22,560 I THINK WE ARE GOING TO TALK 5270 03:07:22,560 --> 03:07:24,920 MORE ABOUT THAT TOMORROW. 5271 03:07:24,920 --> 03:07:26,760 AND THERE WAS SOME DISCUSSION 5272 03:07:26,760 --> 03:07:29,320 TODAY ABOUT THE EXPOSURE. 5273 03:07:29,320 --> 03:07:32,240 SO IF YOU'RE A PERSON WHO GETS 5274 03:07:32,240 --> 03:07:34,040 SEGREGATED IN SCHOOL AND NOT 5275 03:07:34,040 --> 03:07:37,240 EXPOSED TO ANY ACADEMICS, ANY 5276 03:07:37,240 --> 03:07:39,920 LITERACY, THAT IS A VERY 5277 03:07:39,920 --> 03:07:40,680 LIMITING FACTOR. 5278 03:07:40,680 --> 03:07:42,920 SO I THINK THAT IS A HUGE 5279 03:07:42,920 --> 03:07:44,240 CONCERN. 5280 03:07:44,240 --> 03:07:47,800 AND SO WHAT ARE THE IQ TESTS 5281 03:07:47,800 --> 03:07:48,160 MEASURING? 5282 03:07:48,160 --> 03:07:49,960 WE HAVE TO THINK ABOUT OUR 5283 03:07:49,960 --> 03:07:50,840 MEASUREMENTS AND PEOPLE ARE 5284 03:07:50,840 --> 03:07:51,720 THINKING ABOUT THAT. 5285 03:07:51,720 --> 03:07:53,640 AND I THINK IT'S AN EXCITING 5286 03:07:53,640 --> 03:07:56,240 TIME FOR US TO MOVE FORWARD. 5287 03:07:56,240 --> 03:08:00,560 SO THANKS FOR THAT. 5288 03:08:00,560 --> 03:08:01,720 >> WE COULD PROBABLY GO -- 5289 03:08:01,720 --> 03:08:06,760 [ MULTIPLE SPEAKERS ] 5290 03:08:06,760 --> 03:08:08,040 >> WHY DON'T WE TAKE THE COMMENT 5291 03:08:08,040 --> 03:08:10,280 FROM KRISTA WILKINSON AND THEN 5292 03:08:10,280 --> 03:08:11,680 THERE ARE ALSO SOME COMMENTS AND 5293 03:08:11,680 --> 03:08:14,680 QUESTIONS THAT HAVE COME THROUGH 5294 03:08:14,680 --> 03:08:17,960 FROM THE PEOPLE WATCHING THE 5295 03:08:17,960 --> 03:08:20,520 WEBINAR THAT I WOULD BE HAPPY TO 5296 03:08:20,520 --> 03:08:20,800 READ OUT. 5297 03:08:20,800 --> 03:08:25,920 SO KRISTA, WELCOME. 5298 03:08:25,920 --> 03:08:27,560 >> THANK YOU. 5299 03:08:27,560 --> 03:08:29,960 SO, YES, AS I HAVE BEEN 5300 03:08:29,960 --> 03:08:31,400 LISTENING TO THIS IN PARTICULAR, 5301 03:08:31,400 --> 03:08:34,040 I HAVE BEEN STRUCK BY THIS IDEA 5302 03:08:34,040 --> 03:08:36,360 OF NEEDING TO RECOGNIZE THE MANY 5303 03:08:36,360 --> 03:08:38,960 WAYS IN WHICH WE COMMUNICATE AND 5304 03:08:38,960 --> 03:08:41,160 WHETHER IT'S GRAPHIC OR WE HAVE 5305 03:08:41,160 --> 03:08:42,960 BEEN TALKING ABOUT SIGN AND 5306 03:08:42,960 --> 03:08:44,200 GESTURE BUT I THINK ABOUT 5307 03:08:44,200 --> 03:08:46,640 KAREN'S WORK USING MUSIC AND 5308 03:08:46,640 --> 03:08:46,880 RHYTHM. 5309 03:08:46,880 --> 03:08:49,600 THERE ARE WAYS TO COMMUNICATE 5310 03:08:49,600 --> 03:08:50,240 THROUGH THOSE THINGS AS WELL AND 5311 03:08:50,240 --> 03:08:51,320 THOSE ARE ENTRY POINTS INTO THE 5312 03:08:51,320 --> 03:08:53,080 SOME OF THESE OTHER MORE 5313 03:08:53,080 --> 03:08:54,160 TRADITIONAL FORMS OF 5314 03:08:54,160 --> 03:08:55,280 COMMUNICATION WE SHOULDN'T LOSE 5315 03:08:55,280 --> 03:08:55,920 SIGHT OF. 5316 03:08:55,920 --> 03:09:02,640 THAT WAS JUST MY TWO CENTS. 5317 03:09:02,640 --> 03:09:05,400 >> SO THERE IS AN INTERESTING 5318 03:09:05,400 --> 03:09:09,160 QUESTION RELATED SOMEWHAT TO 5319 03:09:09,160 --> 03:09:11,240 THIS DISCUSSION THAT JUST CAME 5320 03:09:11,240 --> 03:09:13,760 FROM MEG AN GROSS. 5321 03:09:13,760 --> 03:09:16,200 THINKING ABOUT DIFFERENT 5322 03:09:16,200 --> 03:09:17,360 MODALITIES, I'D LOVE TO HEAR 5323 03:09:17,360 --> 03:09:19,480 THOUGHTS FROM THIS FANTASTIC 5324 03:09:19,480 --> 03:09:21,800 GROUP ABOUT SUPPORTING THE 5325 03:09:21,800 --> 03:09:24,760 COMMUNICATION OF NON-SPEAKING 5326 03:09:24,760 --> 03:09:26,120 AUTISTIC CHILDREN WHO ARE BLIND 5327 03:09:26,120 --> 03:09:30,800 AND DON'T HAVE ACCESS TO VISUAL 5328 03:09:30,800 --> 03:09:32,320 SUPPORTS. 5329 03:09:32,320 --> 03:09:37,840 I'M NOT SHUSH IF ANYONE IN OUR 5330 03:09:37,840 --> 03:09:46,280 GROUP HAS EXPERIENCE OR IDEAS TO 5331 03:09:46,280 --> 03:09:49,120 ADDRESS THAT COMMENT. 5332 03:09:49,120 --> 03:09:51,800 >> I WOULD JUST SAY THAT THAT IS 5333 03:09:51,800 --> 03:09:54,600 AN AREA WHERE EMANAGER ENTER 5334 03:09:54,600 --> 03:09:57,040 TECHNOLOGY IS PERFECTLY 5335 03:09:57,040 --> 03:09:59,400 POSITIONS TO MAKE A DIFFERENCE 5336 03:09:59,400 --> 03:10:01,480 TO DEVELOP DEVICES, FOR EXAMPLE, 5337 03:10:01,480 --> 03:10:05,080 THAT CAN SENSE SOMEBODY'S HAND 5338 03:10:05,080 --> 03:10:05,360 GESTURES. 5339 03:10:05,360 --> 03:10:07,120 SQUEEZING, MOVING, AND THEN TO 5340 03:10:07,120 --> 03:10:10,000 BE ABLE TO OBSERVE THE PERSON'S 5341 03:10:10,000 --> 03:10:11,600 RESPONSES AND TO SEE IF THE 5342 03:10:11,600 --> 03:10:14,480 DEVICE IS RESPONDING IN THE 5343 03:10:14,480 --> 03:10:16,600 DESIRED WAY. 5344 03:10:16,600 --> 03:10:18,880 WE HAVE SO MANY THINGS THAT 5345 03:10:18,880 --> 03:10:20,600 ADAPT TO THE OPERATOR IN THE 5346 03:10:20,600 --> 03:10:23,000 WORLD OF TECHNOLOGY. 5347 03:10:23,000 --> 03:10:24,600 CARS ADAPT TO US. 5348 03:10:24,600 --> 03:10:26,880 WHY CAN'T COMMUNICATION DEVICES? 5349 03:10:26,880 --> 03:10:28,440 THEY CAN IF WE PUT THE EFFORT 5350 03:10:28,440 --> 03:10:38,280 INTO IT. 5351 03:10:38,280 --> 03:10:38,840 >> ABSOLUTELY. 5352 03:10:38,840 --> 03:10:40,960 [ MULTIPLE SPEAKERS ] 5353 03:10:40,960 --> 03:10:42,480 >> DID YOU SEE THAT KRISTI HAS 5354 03:10:42,480 --> 03:10:44,680 HER HAND UP? 5355 03:10:44,680 --> 03:10:44,960 >> OKAY. 5356 03:10:44,960 --> 03:10:46,720 I'M SORRY. 5357 03:10:46,720 --> 03:10:48,240 I CAN'T TALK BETWEEN TWO 5358 03:10:48,240 --> 03:10:48,600 SCREENS. 5359 03:10:48,600 --> 03:10:49,880 HI, KRISTI. 5360 03:10:49,880 --> 03:10:52,000 >> HI, HELEN AND THANK YOU FOR 5361 03:10:52,000 --> 03:10:52,600 THIS INCREDIBLE DISCUSSION. 5362 03:10:52,600 --> 03:10:54,800 I JUST WANTED TO SAY, I DON'T 5363 03:10:54,800 --> 03:10:57,520 HAVE EXPERIENCE SPECIFICALLY 5364 03:10:57,520 --> 03:11:00,240 WITH THE -- I DO HAVE IDEAS AND 5365 03:11:00,240 --> 03:11:04,600 ONE OF THOSE IS THE CONCEPT OF 5366 03:11:04,600 --> 03:11:06,320 VOCALIZATION OR NON SPEECH 5367 03:11:06,320 --> 03:11:06,920 SOUNDS THESIS INDIVIDUALS ARE 5368 03:11:06,920 --> 03:11:08,400 MAKING THAT ARE HIGHLY 5369 03:11:08,400 --> 03:11:09,520 COMMUNICATIVE AND HELEN I KNOW 5370 03:11:09,520 --> 03:11:11,320 WE HAVE TALKED ABOUT THIS A LOT. 5371 03:11:11,320 --> 03:11:16,040 IT'S A SCENARIO THAT I'M WORKING 5372 03:11:16,040 --> 03:11:18,320 DEVELOPING TECHNOLOGY FOR. 5373 03:11:18,320 --> 03:11:19,520 BUT IT'S PART OF THE 5374 03:11:19,520 --> 03:11:20,600 CONVERSATION THAT HASN'T COME UP 5375 03:11:20,600 --> 03:11:22,400 YET AND I THOUGHT I'D THROW IT 5376 03:11:22,400 --> 03:11:25,240 OUT THERE. 5377 03:11:25,240 --> 03:11:27,920 IT'S DEVELOPED SPECIFICALLY TO 5378 03:11:27,920 --> 03:11:28,800 POPULATIONS LIKE BLIND 5379 03:11:28,800 --> 03:11:30,520 INDIVIDUALS WHO AREN'T ENGAGING. 5380 03:11:30,520 --> 03:11:33,720 OR WOULD ENGAGE BETTER WITH MODE 5381 03:11:33,720 --> 03:11:35,080 CALLS THAT ARE VOCAL BASED EVEN 5382 03:11:35,080 --> 03:11:41,840 IF THEY ARE NOT YET SPEECH BASED 5383 03:11:41,840 --> 03:11:42,520 BASED. 5384 03:11:42,520 --> 03:11:44,800 >> THANK YOU, ABSOLUTELY. 5385 03:11:44,800 --> 03:11:47,480 CHARLOTTE, WELCOME. 5386 03:11:47,480 --> 03:11:48,760 I WAS GOING TO READ YOUR COMMENT 5387 03:11:48,760 --> 03:11:51,040 IN A MINUTE. 5388 03:11:51,040 --> 03:11:52,520 SO INSTEAD -- 5389 03:11:52,520 --> 03:11:53,600 >> CHARLOTTE: THANK YOU. 5390 03:11:53,600 --> 03:11:55,560 THIS HAS BEEN SUCH A FANTASTIC 5391 03:11:55,560 --> 03:11:55,800 WORKSHOP. 5392 03:11:55,800 --> 03:11:57,080 AND BECAUSE I HAVE E-MAIL 5393 03:11:57,080 --> 03:11:58,920 ADDRESSES THAT I DON'T KNOW 5394 03:11:58,920 --> 03:12:02,640 ABOUT, I LEARNED TODAY, I WAS ON 5395 03:12:02,640 --> 03:12:04,440 THE VISITOR LINK AS OPPOSED TO 5396 03:12:04,440 --> 03:12:06,240 THE INVITEEE LINK. 5397 03:12:06,240 --> 03:12:07,640 SO APOLOGIES FOR THAT. 5398 03:12:07,640 --> 03:12:09,840 BUT I'M HERE NOW. 5399 03:12:09,840 --> 03:12:12,120 AND JUST WANTED TO ADD, I ALSO 5400 03:12:12,120 --> 03:12:13,920 DON'T HAVE MUCH DIRECT 5401 03:12:13,920 --> 03:12:16,200 EXPERIENCE IN THIS BUT I DID DO 5402 03:12:16,200 --> 03:12:17,840 A DEEP DIVE INTO THE RESEARCH 5403 03:12:17,840 --> 03:12:19,320 RECENTLY BECAUSE I WAS REFERRED 5404 03:12:19,320 --> 03:12:22,720 A CLINICAL PATIENT WHO HAS 5405 03:12:22,720 --> 03:12:25,200 AUTISM AND SIGNIFICANT VISUAL 5406 03:12:25,200 --> 03:12:25,520 IMPAIRMENT. 5407 03:12:25,520 --> 03:12:28,320 I COULDN'T FIND VERY MUCH ABOUT 5408 03:12:28,320 --> 03:12:29,240 PROMOTING COMMUNICATION IN 5409 03:12:29,240 --> 03:12:32,240 VISUAL IMPAIRMENT AND AUTISM 5410 03:12:32,240 --> 03:12:32,560 SPECIFICALLY. 5411 03:12:32,560 --> 03:12:35,320 I FOUND SLIGHTLY BETTER 5412 03:12:35,320 --> 03:12:37,640 LITERATURE IN VISUAL IMPAIRMENT 5413 03:12:37,640 --> 03:12:38,640 AND INTELLECTUAL DISABILITY, 5414 03:12:38,640 --> 03:12:40,720 WHICH OF COURSE DOES NOT 5415 03:12:40,720 --> 03:12:42,320 COMPLETELY OVERLAP BUT AT LEAST 5416 03:12:42,320 --> 03:12:46,120 GIVES SOME STRATEGIES FOR 5417 03:12:46,120 --> 03:12:49,120 SHAPING VOCAL COMMUNICATION AND 5418 03:12:49,120 --> 03:12:49,720 ALSO SOME INTERVENTION THAT IS 5419 03:12:49,720 --> 03:12:51,800 DEVELOPED USING TACTILE 5420 03:12:51,800 --> 03:12:52,320 COMMUNICATION. 5421 03:12:52,320 --> 03:12:54,600 SO, INSTEAD OF USING VISUAL 5422 03:12:54,600 --> 03:12:55,840 SYMBOLS, USING THINGS THE CHILD 5423 03:12:55,840 --> 03:12:57,200 CAN TOUCH AND FEEL AND RECOGNIZE 5424 03:12:57,200 --> 03:13:03,040 THE SHAPE OF. 5425 03:13:03,040 --> 03:13:03,840 >> THANK YOU. 5426 03:13:03,840 --> 03:13:06,120 SO WE GOT A COMMENT HERE. 5427 03:13:06,120 --> 03:13:10,120 IT'S A COMMENT RATHER THAN A 5428 03:13:10,120 --> 03:13:10,520 QUESTION. 5429 03:13:10,520 --> 03:13:13,240 HE SAYS, I'M NOT AN AUTISTIC 5430 03:13:13,240 --> 03:13:16,520 PERSON BUT I AM AN AAC USER. 5431 03:13:16,520 --> 03:13:18,640 WE NEED BETTER SPEECH GENERATING 5432 03:13:18,640 --> 03:13:21,920 DEVICES THAT ARE EASIER TO 5433 03:13:21,920 --> 03:13:23,120 COMMUNICATE WITH. 5434 03:13:23,120 --> 03:13:25,160 AND TO UNDERSTAND. 5435 03:13:25,160 --> 03:13:27,440 I THINK THE VOICE OF THE DEVICES 5436 03:13:27,440 --> 03:13:30,560 PEOPLE USE ARE TOO ROBOTIC AND 5437 03:13:30,560 --> 03:13:34,160 SO DIFFICULT TO UNDERSTAND. 5438 03:13:34,160 --> 03:13:37,240 SO I WOULD SAY TWO THINGS TO 5439 03:13:37,240 --> 03:13:37,640 THAT. 5440 03:13:37,640 --> 03:13:40,360 ONE IS THAT QUITE A WHILE AGO, 5441 03:13:40,360 --> 03:13:42,800 RUPERT PATEL, WHO IS A COLLEAGUE 5442 03:13:42,800 --> 03:13:45,960 OF MINE AT NORTHEASTERN 5443 03:13:45,960 --> 03:13:48,120 UNIVERSITY, SHE HAS BEEN 5444 03:13:48,120 --> 03:13:50,680 DEVELOPING TECHNOLOGY TO TRY TO 5445 03:13:50,680 --> 03:13:52,280 INCORPORATE INTO SPEECH 5446 03:13:52,280 --> 03:13:54,520 GENERATING DEVICES A VOICE THAT 5447 03:13:54,520 --> 03:14:00,920 IS MORE CLOSELY MATCHED TO THE 5448 03:14:00,920 --> 03:14:01,240 COMMUNICATORS. 5449 03:14:01,240 --> 03:14:02,840 AND TRYING TO -- AND HOW MUCH 5450 03:14:02,840 --> 03:14:06,240 MORE EFFECTIVE THAT IS AND HOW 5451 03:14:06,240 --> 03:14:09,040 MUCH MORE USEABLE THE DEVICE IS. 5452 03:14:09,040 --> 03:14:11,560 AND IT SEEMS TO ME THAT'S 5453 03:14:11,560 --> 03:14:15,160 SOMETHING THAT SHOULD BE SO EASY 5454 03:14:15,160 --> 03:14:17,360 TO PICK UP JOAN'S COMMENT ABOUT 5455 03:14:17,360 --> 03:14:19,080 TECHNOLOGY BEING ADVANCED. 5456 03:14:19,080 --> 03:14:20,760 THAT SHOULD NOT BE SO HARD THAT 5457 03:14:20,760 --> 03:14:21,960 THE POINT. 5458 03:14:21,960 --> 03:14:22,560 THERE ARE COMPANIES OUT THERE 5459 03:14:22,560 --> 03:14:24,840 THAT DO THIS. 5460 03:14:24,840 --> 03:14:28,560 WHY NOT PUT AN 8-YEAR-OLD GIRL'S 5461 03:14:28,560 --> 03:14:30,880 VOICE THAT MATCHES THE 5462 03:14:30,880 --> 03:14:33,760 VOCALIZATION PATTERNS OF THAT 5463 03:14:33,760 --> 03:14:38,640 GIRL INTO THE SPEECH GENERATING 5464 03:14:38,640 --> 03:14:38,880 DEVICE? 5465 03:14:38,880 --> 03:14:42,960 AND TO ME, IT'S NOT -- IT IS A 5466 03:14:42,960 --> 03:14:44,440 SCIENTIFIC QUESTION WHETHER THAT 5467 03:14:44,440 --> 03:14:47,440 IMPROVES AND ENHANCES THE 5468 03:14:47,440 --> 03:14:49,040 EXPERIENCE AND ESPECIALLY THE 5469 03:14:49,040 --> 03:14:51,880 QUALITY OF LIFE FOR EVERYONE. 5470 03:14:51,880 --> 03:14:54,000 BUT I'M PRETTY -- I'D PUT MY 5471 03:14:54,000 --> 03:14:55,760 MONEY ON THE OUTCOME THAT THE 5472 03:14:55,760 --> 03:14:56,280 ANSWER IS, YES. 5473 03:14:56,280 --> 03:14:58,760 SO I THINK THAT IS SUCH AN 5474 03:14:58,760 --> 03:15:00,160 IMPORTANT POINT. 5475 03:15:00,160 --> 03:15:02,560 AND YOU KNOW, I THINK WE NEED 5476 03:15:02,560 --> 03:15:05,080 ANOTHER WHOLE WEBINAR ON THIS 5477 03:15:05,080 --> 03:15:06,240 ISSUE THAT I THINK IT WAS 5478 03:15:06,240 --> 03:15:08,680 JENNIFER WHO RAISED IT AT THE 5479 03:15:08,680 --> 03:15:10,160 BEGINNING ON IMPLEMENTATION. 5480 03:15:10,160 --> 03:15:12,800 THERE IS STUFF OUT THERE. 5481 03:15:12,800 --> 03:15:15,960 AND HOW DO WE GET IT INTO THE 5482 03:15:15,960 --> 03:15:19,560 HANDS OF THE PEOPLE WHO NEED IT 5483 03:15:19,560 --> 03:15:19,760 MOST? 5484 03:15:19,760 --> 03:15:22,160 IN A TIMELY WAY. 5485 03:15:22,160 --> 03:15:31,080 SO THANK YOU FOR AN IMPORTANT 5486 03:15:31,080 --> 03:15:31,560 COMMENT. 5487 03:15:31,560 --> 03:15:32,880 WE SHOULD TURN BACK TO SOME OF 5488 03:15:32,880 --> 03:15:35,080 OUR AUDIENCE HERE. 5489 03:15:35,080 --> 03:15:43,360 AND I'M GOING TO GO TO COURTNEY. 5490 03:15:43,360 --> 03:15:44,560 >> THANK YOU FOR THE INVITATION 5491 03:15:44,560 --> 03:15:45,840 TO BE HERE. 5492 03:15:45,840 --> 03:15:48,000 IT'S COMING UP TO QUARTER PAST 9 5493 03:15:48,000 --> 03:15:50,280 AT NIGHT SO I'M NOT SURE HOW 5494 03:15:50,280 --> 03:15:51,160 COHERENT I'M GOING TO BE. 5495 03:15:51,160 --> 03:15:55,480 BUT I WANTED TO JUST THINK ABOUT 5496 03:15:55,480 --> 03:15:56,480 RESEARCH DESIGN. 5497 03:15:56,480 --> 03:15:59,200 SO I WAS STRUCK BY CONNIE'S 5498 03:15:59,200 --> 03:16:02,880 COMMENT ABOUT THE NEED TO HAVE 5499 03:16:02,880 --> 03:16:04,080 APPROPRIATELY POWERED TRIALS BUT 5500 03:16:04,080 --> 03:16:05,800 THEN ALL THIS DISCUSSION ABOUT 5501 03:16:05,800 --> 03:16:07,880 THE HETEROGENEITY MAKES ME 5502 03:16:07,880 --> 03:16:09,520 WONDER IF GROUP TRIALS ARE 5503 03:16:09,520 --> 03:16:11,160 REALLY THE WAY TO GO. 5504 03:16:11,160 --> 03:16:13,560 AND I HAVE DONE QUITE A LOT OF 5505 03:16:13,560 --> 03:16:14,800 META-ANALYSIS LATELY AND THE 5506 03:16:14,800 --> 03:16:17,080 THING THAT REALLY STRIKES ME IS 5507 03:16:17,080 --> 03:16:18,880 HOW LITTLE REPLICATION THERE IS 5508 03:16:18,880 --> 03:16:21,400 IN THE FIELD OF COMMUNICATION 5509 03:16:21,400 --> 03:16:24,000 DISORDERS GENERALLY AND 5510 03:16:24,000 --> 03:16:24,440 INTERVENTION RESEARCH. 5511 03:16:24,440 --> 03:16:26,600 SO MY PLEA IS TO REALLY THINK 5512 03:16:26,600 --> 03:16:30,080 ABOUT HOW WE CAN USE DATA THAT 5513 03:16:30,080 --> 03:16:33,280 IS ALREADY THERE TO -- AND TO 5514 03:16:33,280 --> 03:16:37,120 THINK ABOUT HOW WE MOVE THAT 5515 03:16:37,120 --> 03:16:38,520 FORWARD BY HAVING MANY LABS AND 5516 03:16:38,520 --> 03:16:41,000 LABS THAT ARE WILLING TO DO 5517 03:16:41,000 --> 03:16:42,800 REPLICATIONS AND POOLING SINGLE 5518 03:16:42,800 --> 03:16:46,920 CASE STUDIES SO YOU CAN USE 5519 03:16:46,920 --> 03:16:47,640 MEHTA ANALYTIC TECHNIQUES TO 5520 03:16:47,640 --> 03:16:49,400 BUILD A BIGGER EVIDENCE BASE, 5521 03:16:49,400 --> 03:16:51,720 PARTICULARLY WHEN YOU HAVE RARER 5522 03:16:51,720 --> 03:16:53,520 CONDITIONS, FOR EXAMPLE, OR TO 5523 03:16:53,520 --> 03:16:55,800 SICK INDIVIDUALS WHO ARE ALSO 5524 03:16:55,800 --> 03:16:56,200 BLIND. 5525 03:16:56,200 --> 03:16:58,040 IF PEOPLE CAN COLLABORATE AND 5526 03:16:58,040 --> 03:17:00,040 AGREE WITH PROTOCOLS AND SHARE 5527 03:17:00,040 --> 03:17:03,840 DATA, WE CAN REALLY RAMP UP THE 5528 03:17:03,840 --> 03:17:07,200 EVIDENCE BASE IN A SYSTEMATIC 5529 03:17:07,200 --> 03:17:07,440 WAY. 5530 03:17:07,440 --> 03:17:09,000 AND MAKE THE MOST OF THE 5531 03:17:09,000 --> 03:17:11,440 FANTASTIC RESEARCH THAT IS GOING 5532 03:17:11,440 --> 03:17:12,720 ON. 5533 03:17:12,720 --> 03:17:13,000 >> YES. 5534 03:17:13,000 --> 03:17:14,440 I WOULD AGREE THAT FOR SOME 5535 03:17:14,440 --> 03:17:15,720 QUESTIONS, YOU DEFINITELY NEED 5536 03:17:15,720 --> 03:17:17,560 TO THINK ABOUT SINGLE CASE. 5537 03:17:17,560 --> 03:17:19,360 BUT WITH SOME, I THINK YOU CAN 5538 03:17:19,360 --> 03:17:21,160 HAVE FULLY POWERED GROUP DESIGNS 5539 03:17:21,160 --> 03:17:22,000 JUST DEPENDS ON WHAT YOUR 5540 03:17:22,000 --> 03:17:23,320 QUESTION IS, WHAT YOUR 5541 03:17:23,320 --> 03:17:28,040 POPULATION IS, WHAT THE AGES 5542 03:17:28,040 --> 03:17:28,200 ARE. 5543 03:17:28,200 --> 03:17:30,520 AND I THINK TOMORROW WE'LL HAVE 5544 03:17:30,520 --> 03:17:31,120 REPRESENTATION OF DIFFERENT 5545 03:17:31,120 --> 03:17:32,400 KINDS OF MODELS. 5546 03:17:32,400 --> 03:17:35,120 SO I THINK IT'S IMPORTANT TO 5547 03:17:35,120 --> 03:17:35,520 CONSIDER. 5548 03:17:35,520 --> 03:17:36,920 >> SLIGHTLY BUT GETTING THE END 5549 03:17:36,920 --> 03:17:39,440 FOR THOSE IS GOING TO BE QUITE 5550 03:17:39,440 --> 03:17:41,480 CHALLENGING. 5551 03:17:41,480 --> 03:17:42,920 SO -- OPERATION AND REPLICATION 5552 03:17:42,920 --> 03:17:45,240 IS ONE WAY TO DO THAT, I THINK. 5553 03:17:45,240 --> 03:17:49,000 >> COLLABORATION, FOR SURE. 5554 03:17:49,000 --> 03:17:50,960 I THOUGHT I SAW JANICE LIGHT 5555 03:17:50,960 --> 03:17:54,120 WITH HER HAND UP. 5556 03:17:54,120 --> 03:17:54,960 NO? 5557 03:17:54,960 --> 03:17:56,440 >> YES, THANK YOU FOR CYCLING 5558 03:17:56,440 --> 03:17:57,000 BACK AGAIN. 5559 03:17:57,000 --> 03:17:58,960 I ACTUALLY WANTED TO KIND OF GO 5560 03:17:58,960 --> 03:18:00,960 BACK TO THE COMMENT OR THE 5561 03:18:00,960 --> 03:18:02,360 QUESTION ABOUT WHAT ABOUT 5562 03:18:02,360 --> 03:18:05,160 INDIVIDUALS WHO ARE BLIND. 5563 03:18:05,160 --> 03:18:08,640 AND SO SORRY TO SHIFT TOPICS. 5564 03:18:08,640 --> 03:18:10,840 BUT SO THERE ISN'T A LOT OF 5565 03:18:10,840 --> 03:18:12,640 RESEARCH RELATIVE TO THOSE 5566 03:18:12,640 --> 03:18:14,720 INDIVIDUALS THAT HAVE MINIMAL 5567 03:18:14,720 --> 03:18:17,240 SPEECH AND ARE BLIND AND ON THE 5568 03:18:17,240 --> 03:18:19,760 AUTISM SPECTRUM BUT THERE IS 5569 03:18:19,760 --> 03:18:21,160 VALUABLE RESEARCH IN THE AREAFUL 5570 03:18:21,160 --> 03:18:21,960 ALTERNATIVE COMMUNICATION WE CAN 5571 03:18:21,960 --> 03:18:22,640 DRAW ON. 5572 03:18:22,640 --> 03:18:23,960 SO THERE ARE A VARIETY OF 5573 03:18:23,960 --> 03:18:24,720 TECHNIQUES THAT HAVE BEEN USED 5574 03:18:24,720 --> 03:18:26,440 AND THE ONES THAT ARE MOST 5575 03:18:26,440 --> 03:18:29,400 APPROPRIATE OBVIOUSLY DEPEND ON 5576 03:18:29,400 --> 03:18:30,240 THE SKILLS OF THE INDIVIDUAL 5577 03:18:30,240 --> 03:18:32,720 THAT IS COMING TO IT AND THEIR 5578 03:18:32,720 --> 03:18:33,160 NEEDS. 5579 03:18:33,160 --> 03:18:36,200 BUT AT A VERY BASIC LEVEL, WE 5580 03:18:36,200 --> 03:18:37,640 MAY MAKE USING OF OBJECTS. 5581 03:18:37,640 --> 03:18:39,840 WE MAY MAKE USE OF TACTILE 5582 03:18:39,840 --> 03:18:41,840 SYMBOLS THAT CAN BE FELT AS 5583 03:18:41,840 --> 03:18:44,640 OPPOSED TO NECESSARILY RELYING 5584 03:18:44,640 --> 03:18:46,160 ON VISION. 5585 03:18:46,160 --> 03:18:48,640 AND ALSO MAKE USE SOMETIMES OF 5586 03:18:48,640 --> 03:18:49,920 AUDITORY SCANNING WHERE OPTIONS 5587 03:18:49,920 --> 03:18:51,880 ARE PRESENTED ODDTORIALY TO THE 5588 03:18:51,880 --> 03:18:53,520 INDIVIDUAL AND THEY MAY SIGNAL 5589 03:18:53,520 --> 03:18:55,440 IN SOME WAY WHEN YOU GET TO THE 5590 03:18:55,440 --> 03:18:56,840 OPTION THAT THEY WOULD LIKE TO 5591 03:18:56,840 --> 03:18:57,120 COMMUNICATE. 5592 03:18:57,120 --> 03:18:58,760 SO THOSE ARE CERTAINLY SOME 5593 03:18:58,760 --> 03:19:02,920 OPTIONS THAT HAVE BEEN USED. 5594 03:19:02,920 --> 03:19:04,160 IN ADDITION WE HAVE INCREASING 5595 03:19:04,160 --> 03:19:06,200 DEVELOPMENT OF TECHNOLOGY THAT 5596 03:19:06,200 --> 03:19:07,360 RECOGNIZES GESTURES AND THOSE 5597 03:19:07,360 --> 03:19:09,920 ARE OTHER WAYS WHERE WE CAN HAVE 5598 03:19:09,920 --> 03:19:11,640 INDIVIDUALS WHO ARE RELYING ON 5599 03:19:11,640 --> 03:19:13,640 GESTURES AND BODY MOVEMENT AND 5600 03:19:13,640 --> 03:19:16,640 SOME ASSISTANCE FOR THOSE WHO 5601 03:19:16,640 --> 03:19:18,720 MAY NOT HAVE THE KNOWLEDGE TO BE 5602 03:19:18,720 --> 03:19:20,480 ABLE TO INTERPRET THOSE VERY 5603 03:19:20,480 --> 03:19:22,360 WELL WHERE THE TECHNOLOGY CAN 5604 03:19:22,360 --> 03:19:23,440 CARRY THAT BURDEN. 5605 03:19:23,440 --> 03:19:25,520 I AGREE THIS IS AN AREA WHERE 5606 03:19:25,520 --> 03:19:27,120 RELATIVE TO THOSE INDIVIDUALS ON 5607 03:19:27,120 --> 03:19:28,920 THE SPECTRUM WE DEFINITELY NEED 5608 03:19:28,920 --> 03:19:31,640 FURTHER RESEARCH TO EXPLORE 5609 03:19:31,640 --> 03:19:33,160 WHICH OPTIONS WORK BEST FOR 5610 03:19:33,160 --> 03:19:34,360 WHICH INDIVIDUALS AND WHICH 5611 03:19:34,360 --> 03:19:42,960 STAGES OF DEVELOPMENT. 5612 03:19:42,960 --> 03:19:45,360 >> SHIC I SEE YOU HAVE YOUR HAND 5613 03:19:45,360 --> 03:19:45,520 UP. 5614 03:19:45,520 --> 03:19:46,160 >> THIS IS INCREDIBLE. 5615 03:19:46,160 --> 03:19:47,640 I JUST LEARNED A TREMENDOUS 5616 03:19:47,640 --> 03:19:51,000 AMOUNT JUST BY HANGING OUT AND 5617 03:19:51,000 --> 03:19:51,880 BY OSMOSIS. 5618 03:19:51,880 --> 03:19:55,280 THOUGH I FEEL LIKE I'M A WET, 5619 03:19:55,280 --> 03:19:57,680 FULLY WET SPONGE AT THIS POINT. 5620 03:19:57,680 --> 03:20:01,080 SO, I JUST WANT TO GO BACK TO 5621 03:20:01,080 --> 03:20:01,840 JOHN'S COMMENT AND CONCERNS 5622 03:20:01,840 --> 03:20:02,640 ABOUT TECHNOLOGY. 5623 03:20:02,640 --> 03:20:04,680 I THINK THAT THERE IS A LOT OF 5624 03:20:04,680 --> 03:20:04,920 ISSUES. 5625 03:20:04,920 --> 03:20:07,480 I THINK WE TALKED ABOUT THESE 5626 03:20:07,480 --> 03:20:08,560 EXTENSIVELY AT DIFFERENT POINTS 5627 03:20:08,560 --> 03:20:12,840 IN THIS KIND OF NSF VERSUS NIH 5628 03:20:12,840 --> 03:20:13,800 TENSION WHERE IF YOU WANT TO SEE 5629 03:20:13,800 --> 03:20:15,200 ALL THE LATEST TECHNOLOGIES AND 5630 03:20:15,200 --> 03:20:17,040 ALL YOU THE REALLY INNOVATIVE 5631 03:20:17,040 --> 03:20:20,600 APPLICATIONS AND ALL THE REALLY 5632 03:20:20,600 --> 03:20:21,040 COOL DEVELOPMENTS OF 5633 03:20:21,040 --> 03:20:24,280 TECHNOLOGIES, YOU GO TO NSF. 5634 03:20:24,280 --> 03:20:25,880 AND THAT IS -- THEY ARE FUNDING 5635 03:20:25,880 --> 03:20:27,160 ALL THAT WORK. 5636 03:20:27,160 --> 03:20:29,960 AND THEN AT THE NIH, THE 5637 03:20:29,960 --> 03:20:34,480 DEVELOPMENT IS -- IT'S ONE OF 5638 03:20:34,480 --> 03:20:35,480 MISMATCHED PRIORITIES FOR 5639 03:20:35,480 --> 03:20:37,880 COMPUTER SCIENTISTS, ENGINEERS 5640 03:20:37,880 --> 03:20:41,080 VERSUS CLINICAL SCIENTISTS, 5641 03:20:41,080 --> 03:20:42,720 DOCTORS, PSYCHOLOGISTS. 5642 03:20:42,720 --> 03:20:45,200 AND THAT TENSION REALLY RESULTS 5643 03:20:45,200 --> 03:20:47,160 IN KIND OF, IF YOU SEE WORK 5644 03:20:47,160 --> 03:20:50,400 COMING OUT OF NSF, YOU SEE 5645 03:20:50,400 --> 03:20:51,440 PROTOTYPE, PROTOTYPE, AND YOU 5646 03:20:51,440 --> 03:20:53,640 LOOK AT THESE AND IT IS SO COOL. 5647 03:20:53,640 --> 03:20:56,080 AND IT NEVER TURNS INTO A 5648 03:20:56,080 --> 03:20:58,200 CLINICAL TRIAL. 5649 03:20:58,200 --> 03:20:58,880 NEVER COMES OUT INTO THE 5650 03:20:58,880 --> 03:21:00,200 PRACTICAL DEPLOYMENT BECAUSE 5651 03:21:00,200 --> 03:21:02,400 THAT'S NOT WHERE THE INTEREST 5652 03:21:02,400 --> 03:21:02,560 IS. 5653 03:21:02,560 --> 03:21:04,360 MAYBE IF YOU ARE LUCKY YOU GET A 5654 03:21:04,360 --> 03:21:05,920 SPIN OFF AND THAT BUM BELLS 5655 03:21:05,920 --> 03:21:07,680 AROUND FOR A COUPLE OF YEARS AND 5656 03:21:07,680 --> 03:21:09,600 MAYBE THEY GET GRANTS OR 5657 03:21:09,600 --> 03:21:09,880 FUNDING. 5658 03:21:09,880 --> 03:21:12,280 THE CHANCE OF SURVIVAL IN THIS 5659 03:21:12,280 --> 03:21:15,160 LANDSCAPE IS ABOUT BETWEEN 3-5%. 5660 03:21:15,160 --> 03:21:16,960 SO THE ODDS AREN'T GREAT. 5661 03:21:16,960 --> 03:21:19,040 I'M STRUCK BY THE EXPERIENCES OF 5662 03:21:19,040 --> 03:21:20,800 ONE OF MY COLLEAGUES, KEVIN 5663 03:21:20,800 --> 03:21:22,400 TYLER, WHOET CRAKED A SPEECH -- 5664 03:21:22,400 --> 03:21:25,200 ONE OF THESE EARLY SYSTEM 5665 03:21:25,200 --> 03:21:28,600 SYSTEM, THE EARLY TIME OF -- 5666 03:21:28,600 --> 03:21:30,080 ABOUT A DECADE AGO. 5667 03:21:30,080 --> 03:21:31,960 AND HE WAS WORKING AS A 5668 03:21:31,960 --> 03:21:33,480 FINANCIAL ADVISOR AT THE TIME 5669 03:21:33,480 --> 03:21:36,960 AND -- SORRY, ON WALL STREET, 5670 03:21:36,960 --> 03:21:38,320 ONE OF THESE FINANCIAL PEOPLE. 5671 03:21:38,320 --> 03:21:39,960 AND HE TOOK A YEAR OUT TO 5672 03:21:39,960 --> 03:21:42,480 BASICALLY BUILD AN AAC HE 5673 03:21:42,480 --> 03:21:44,560 THOUGHT WOULD BE MORE USEABLE 5674 03:21:44,560 --> 03:21:48,360 FOR HIS SISTER WHO WAS MINIMALLY 5675 03:21:48,360 --> 03:21:48,600 VERBAL. 5676 03:21:48,600 --> 03:21:50,760 AND I RECENTLY WENT BACK AND 5677 03:21:50,760 --> 03:21:51,720 ASKED WHAT WAS THE OPPORTUNITY 5678 03:21:51,720 --> 03:21:53,400 COST FOR HIM TO TAKE A FULL YEAR 5679 03:21:53,400 --> 03:21:54,800 OUT TO DEVELOP THIS SYSTEM AND 5680 03:21:54,800 --> 03:21:56,560 IT WAS ABOUT TWO MILLION 5681 03:21:56,560 --> 03:21:56,800 DOLLARS. 5682 03:21:56,800 --> 03:21:57,480 THAT WAS HIS OPPORTUNITY COST 5683 03:21:57,480 --> 03:21:59,440 FOR TAKING A YEAR OUT OF HIS 5684 03:21:59,440 --> 03:22:01,120 CAREER TO BUILD THIS SYSTEM. 5685 03:22:01,120 --> 03:22:03,520 THIS IS A SYSTEM THAT HE DID 5686 03:22:03,520 --> 03:22:05,640 WHAT HE SET OUT TO DO. 5687 03:22:05,640 --> 03:22:06,680 HE BUILT THE SYSTEM HIS SISTER 5688 03:22:06,680 --> 03:22:08,360 USED AND LOVED TO USE FOR A 5689 03:22:08,360 --> 03:22:09,200 PERIOD OF TIME UNTIL OTHER 5690 03:22:09,200 --> 03:22:11,080 THINGS CAME ALONG. 5691 03:22:11,080 --> 03:22:12,120 BUT I'VE SEEN COMPANIES COME AND 5692 03:22:12,120 --> 03:22:13,800 GO AND THERE IS JUST NOT 5693 03:22:13,800 --> 03:22:14,520 INFRASTRUCTURE FOR IT. 5694 03:22:14,520 --> 03:22:18,920 WE HAVE TO ADDRESS TWO ISSUES OF 5695 03:22:18,920 --> 03:22:21,200 COMPETING TRADITIONS NSF AND NIH 5696 03:22:21,200 --> 03:22:22,920 TO BASICALLY BUILD THE 5697 03:22:22,920 --> 03:22:24,320 TECHNOLOGIES AND ALSO TEST THE 5698 03:22:24,320 --> 03:22:25,680 TECHNOLOGIES AND TURN THEM INTO 5699 03:22:25,680 --> 03:22:27,800 TOOLS THAT ARE USEABLE AND ALSO 5700 03:22:27,800 --> 03:22:29,520 PERHAPS JUST OPEN-SOURCE FOR THE 5701 03:22:29,520 --> 03:22:30,600 WORLD FOR SOMEONE ELSE TO COME 5702 03:22:30,600 --> 03:22:32,400 AND TAKE THEM AND PICK THEM UP 5703 03:22:32,400 --> 03:22:33,800 AND DEVELOP THEM FURTHER AS THEY 5704 03:22:33,800 --> 03:22:34,040 NEED. 5705 03:22:34,040 --> 03:22:35,480 BECAUSE IT'S NOT GOING TO COME 5706 03:22:35,480 --> 03:22:36,200 FROM A COMPANY. 5707 03:22:36,200 --> 03:22:38,400 THERE IS NOT -- UNLESS WE FIGURE 5708 03:22:38,400 --> 03:22:40,720 OUT HOW TO MAKE MONEY FROM THESE 5709 03:22:40,720 --> 03:22:41,800 SYSTEMS, AND THERE ISN'T. 5710 03:22:41,800 --> 03:22:43,200 THE LANDSCAPE ISN'T BIG ENOUGH. 5711 03:22:43,200 --> 03:22:44,840 I LOOKED 5 YEARS AGO AND ONLY 5712 03:22:44,840 --> 03:22:47,200 COMPANY MAKING MONEY IN THE APP 5713 03:22:47,200 --> 03:22:48,520 STORE WAS -- ABOUT 10 MILLION 5714 03:22:48,520 --> 03:22:49,280 DOLLARS A YEAR. 5715 03:22:49,280 --> 03:22:51,160 AND EVERY PLACE ELSE WAS LESS 5716 03:22:51,160 --> 03:22:53,120 THAN $100,000 AND A COMPANY JUST 5717 03:22:53,120 --> 03:22:54,600 CAN'T SURVIVE ON THAT. 5718 03:22:54,600 --> 03:22:56,200 SO I FEEL LIKE THESE 5719 03:22:56,200 --> 03:22:58,000 INFRASTRUCTURE ISSUES ARE THE 5720 03:22:58,000 --> 03:22:58,560 THINGS WE REALLY NEED TO 5721 03:22:58,560 --> 03:23:02,680 ADDRESS. 5722 03:23:02,680 --> 03:23:03,000 >> GRATED. 5723 03:23:03,000 --> 03:23:03,600 THANK YOU FOR THAT. 5724 03:23:03,600 --> 03:23:07,120 I HAVE AN IMPORTANT COMMENT FROM 5725 03:23:07,120 --> 03:23:12,040 OUR SPEAKER, GRANT BLASCO WHO 5726 03:23:12,040 --> 03:23:13,000 WANTS TO RESPOND TO PAN CHO'S 5727 03:23:13,000 --> 03:23:13,240 COMMENT. 5728 03:23:13,240 --> 03:23:15,440 HE SAYS, I AGREE WITH PAN CHO 5729 03:23:15,440 --> 03:23:18,320 AND WANT TO ADD AI TO AAC VOICES 5730 03:23:18,320 --> 03:23:20,920 SO I CAN SHARE ENOUGH EMOTION 5731 03:23:20,920 --> 03:23:23,320 WITH MY VOICE TO INCREASE MY 5732 03:23:23,320 --> 03:23:25,320 CONNECTION WITH OTHERS. 5733 03:23:25,320 --> 03:23:29,080 AND JORDAN ZIMMERMAN WHO YOU'LL 5734 03:23:29,080 --> 03:23:32,960 HEAR FROM TOMORROW, ECHOS 5735 03:23:32,960 --> 03:23:34,320 GRANT'S COMMENT AND ALSO WANTS 5736 03:23:34,320 --> 03:23:36,400 TO SAY THAT A LOT OF SPACES I'M 5737 03:23:36,400 --> 03:23:39,280 IN, I SOUND THE SAME AS OTHER 5738 03:23:39,280 --> 03:23:42,120 AAC USERS AND MY VOICE CANNOT BE 5739 03:23:42,120 --> 03:23:42,400 DIFFERENT. 5740 03:23:42,400 --> 03:23:45,440 SO THAT SEEMS TO BE A VERY 5741 03:23:45,440 --> 03:23:46,600 IMPORTANT AREA FOR RESEARCH 5742 03:23:46,600 --> 03:23:49,280 GOING FORWARD. 5743 03:23:49,280 --> 03:23:50,720 AND THANK YOU FOR THOSE COMMENTS 5744 03:23:50,720 --> 03:23:55,600 GRANT AND JORDAN. 5745 03:23:55,600 --> 03:23:58,160 >> MATH YOU? 5746 03:23:58,160 --> 03:24:06,520 MATTHEW? 5747 03:24:06,520 --> 03:24:08,720 THERE YOU ARE. 5748 03:24:08,720 --> 03:24:09,240 >> SORRY. 5749 03:24:09,240 --> 03:24:10,400 DIFFICULTY WITH THE MICROPHONE. 5750 03:24:10,400 --> 03:24:13,440 I JUST LIKE TO SAY BRIEFLY -- I 5751 03:24:13,440 --> 03:24:18,440 WAS LISTENING TO WHAT FRED JUST 5752 03:24:18,440 --> 03:24:23,680 SAID AND THE ISSUE OF 5753 03:24:23,680 --> 03:24:26,320 OPEN-SOURCE PROJECTS AND REALLY 5754 03:24:26,320 --> 03:24:29,840 GETTING ENGINEERS AND SCIENTISTS 5755 03:24:29,840 --> 03:24:31,720 TALKING WITH STAKEHOLDERS AND 5756 03:24:31,720 --> 03:24:34,520 RESEARCHERS AND CLINICIANS IS 5757 03:24:34,520 --> 03:24:38,800 CERTAINLY ONE THAT IS DEAR TO MY 5758 03:24:38,800 --> 03:24:41,240 HEART BECAUSE YOU CAN'T -- IT'S 5759 03:24:41,240 --> 03:24:43,200 SO DIFFICULT TO GET THE WORD OUT 5760 03:24:43,200 --> 03:24:45,240 EVEN JUST TO GET THE WORD OUT TO 5761 03:24:45,240 --> 03:24:45,880 ENGINEERS AND SCIENTISTS. 5762 03:24:45,880 --> 03:24:48,240 WE ARE LOOKING FOR YOUR TALENTS. 5763 03:24:48,240 --> 03:24:50,120 YOUR TALENTS ARE USEFUL IN THIS 5764 03:24:50,120 --> 03:24:50,720 KIND OF WORK. 5765 03:24:50,720 --> 03:24:53,440 AND WE'D LIKE TO INVOLVE YOU IN 5766 03:24:53,440 --> 03:24:55,240 THIS OPEN-SOURCE EFFORT. 5767 03:24:55,240 --> 03:24:56,920 SOMEHOW IT'S NOT SOMETHING THAT 5768 03:24:56,920 --> 03:25:02,640 IS REALLY SEEN AS PART OF THE 5769 03:25:02,640 --> 03:25:04,120 ENGINEERING CULTURE. 5770 03:25:04,120 --> 03:25:10,920 AND WE HAVE STRUGGLED TO INVOLVE 5771 03:25:10,920 --> 03:25:11,160 CODERS. 5772 03:25:11,160 --> 03:25:12,360 WE'LL TAKE ALL THE VOLUNTEER 5773 03:25:12,360 --> 03:25:14,560 LABOR WE CAN GET. 5774 03:25:14,560 --> 03:25:21,520 BUT IT'S BEEN REALLY, REALLY 5775 03:25:21,520 --> 03:25:23,760 HARD AND I'LL PUT IN A PLUG FOR 5776 03:25:23,760 --> 03:25:25,560 OUR OWN TECHNOLOGY WHICH YOU CAN 5777 03:25:25,560 --> 03:25:27,400 LEARN LAY LOT MORE ABOUT BY 5778 03:25:27,400 --> 03:25:35,840 GOING TO POINT OUT WORDS.ONLINE. 5779 03:25:35,840 --> 03:25:38,560 >> THANK YOU, MATTHEW. 5780 03:25:38,560 --> 03:25:42,840 WE'LL CIRCLE BACK TO KRISTI. 5781 03:25:42,840 --> 03:25:43,160 >> THANKS. 5782 03:25:43,160 --> 03:25:48,040 I WANTED TO SORT OF OPEN UP THE 5783 03:25:48,040 --> 03:25:49,760 DISCUSSION TOWARDS THE 5784 03:25:49,760 --> 03:25:50,960 MARKETABILITY OF SOME OF THE 5785 03:25:50,960 --> 03:25:51,280 TECHNOLOGIES. 5786 03:25:51,280 --> 03:25:53,080 SO A LOT OF PEOPLE BROUGHT OUT 5787 03:25:53,080 --> 03:25:54,360 THIS TECHNOLOGY DOESN'T EXIST OR 5788 03:25:54,360 --> 03:25:56,360 IT EXISTS BUT IT'S NOT IN THIS 5789 03:25:56,360 --> 03:25:57,440 SPACE AND AS SOMEBODY WHO WORKS 5790 03:25:57,440 --> 03:26:00,080 IN THE TECHNOLOGY AND SCIENCE 5791 03:26:00,080 --> 03:26:01,480 SPACES, AND ALSO IS THE PARENT 5792 03:26:01,480 --> 03:26:04,480 OF A NON-SPEAKING INDIVIDUAL AND 5793 03:26:04,480 --> 03:26:08,240 SORT OF MERGING THESE WORLDS, I 5794 03:26:08,240 --> 03:26:10,280 SEE A LOT OF THE TECHNOLOGY THAT 5795 03:26:10,280 --> 03:26:10,520 EXISTS. 5796 03:26:10,520 --> 03:26:12,560 IN FACT I LOOKED AT TAKING 5797 03:26:12,560 --> 03:26:14,280 TECHNOLOGY TO SPECIFICALLY FOR 5798 03:26:14,280 --> 03:26:15,520 THESE POPULATIONS TO MARKET AND 5799 03:26:15,520 --> 03:26:16,560 I WAS TOLD THERE ISN'T A MARKET 5800 03:26:16,560 --> 03:26:17,360 FOR IT. 5801 03:26:17,360 --> 03:26:18,640 THAT I WOULD NEED TO MARKET IT 5802 03:26:18,640 --> 03:26:20,680 FOR THE NEUROTYPICAL POPULATION 5803 03:26:20,680 --> 03:26:22,800 AND THEN SHOULD A SUB MARKET 5804 03:26:22,800 --> 03:26:24,400 LIKE A SIDE THING THAT WAS 5805 03:26:24,400 --> 03:26:25,640 BASICALLY A NONPROFIT VERSION OF 5806 03:26:25,640 --> 03:26:26,760 MY COMPANY. 5807 03:26:26,760 --> 03:26:28,640 AND THAT WOULD BE FOR THE 5808 03:26:28,640 --> 03:26:29,600 POPULATION THAT I WAS REALLY 5809 03:26:29,600 --> 03:26:30,360 INTERESTED IN. 5810 03:26:30,360 --> 03:26:34,680 AND I THINK THIS IS A LIKE 5811 03:26:34,680 --> 03:26:38,520 PROBLEM AND IT IS TRUE EVEN FOR 5812 03:26:38,520 --> 03:26:40,680 OTHER PROJECTS AND MAIN OTHER 5813 03:26:40,680 --> 03:26:41,680 THINGS THAT WERE DEVELOPED 5814 03:26:41,680 --> 03:26:42,560 SOLVING PROBLEMS THAT HAVE BEEN 5815 03:26:42,560 --> 03:26:44,480 BROUGHT UP IN THIS DISCUSSION. 5816 03:26:44,480 --> 03:26:48,240 AND SO I LIKE TO OPEN IT UP FOR 5817 03:26:48,240 --> 03:26:51,560 WAYS, BRAINSTORMING WAYS OF 5818 03:26:51,560 --> 03:26:52,840 EITHER BRINGING ANGEL 5819 03:26:52,840 --> 03:26:54,600 INVESTMENTS OR NONPROFITS OR 5820 03:26:54,600 --> 03:26:57,840 FOUNDATIONS OR MONEY TO SUPPORT 5821 03:26:57,840 --> 03:26:59,840 THE DEVELOPMENT OF PRODUCTS AND 5822 03:26:59,840 --> 03:27:02,440 TOOLS AND TECHNOLOGIES THAT ARE 5823 03:27:02,440 --> 03:27:05,680 DESIGNED SPECIFICALLY FOR A 5824 03:27:05,680 --> 03:27:06,080 SMALLER POPULATION. 5825 03:27:06,080 --> 03:27:07,400 LIKE IT OR NOT, THIS IS A 5826 03:27:07,400 --> 03:27:08,880 SMALLER POPULATION THAN THE 5827 03:27:08,880 --> 03:27:09,880 BROAD MARKET THAT MOST THINGS 5828 03:27:09,880 --> 03:27:10,560 ARE DESIGNED FOR. 5829 03:27:10,560 --> 03:27:14,160 AND SO HOW DO WE WORK WITHIN OUR 5830 03:27:14,160 --> 03:27:15,560 UNDERSTANDING OF, THIS IS HOW 5831 03:27:15,560 --> 03:27:18,160 THE WORLD WORKS BUT REALLY 5832 03:27:18,160 --> 03:27:20,160 DEVELOP THINGS THAT ARE UNIQUELY 5833 03:27:20,160 --> 03:27:25,520 USEFUL TO THIS UNIQUE 5834 03:27:25,520 --> 03:27:26,000 POPULATION? 5835 03:27:26,000 --> 03:27:28,200 >> I THINK THAT IS AN ISSUE. 5836 03:27:28,200 --> 03:27:29,360 IT'S SOMETHING THAT I THINK 5837 03:27:29,360 --> 03:27:32,960 ABOUT A LOT EVERY TIME I READ 5838 03:27:32,960 --> 03:27:36,760 ABOUT THE NEW EXCITING GENE 5839 03:27:36,760 --> 03:27:38,400 THERAPY, WHICH COSTS A MILLION 5840 03:27:38,400 --> 03:27:39,960 DOLLARS PLUS TO DELIVER TO THE 5841 03:27:39,960 --> 03:27:44,480 ONE OR TWO PEOPLE WITH A RARE 5842 03:27:44,480 --> 03:27:44,720 MUTATION. 5843 03:27:44,720 --> 03:27:47,960 IT HELPS TO IMPROVE NOT AN 5844 03:27:47,960 --> 03:27:49,760 ENORMOUS AMOUNT, BUT DOES EFFECT 5845 03:27:49,760 --> 03:27:51,560 THEIR QUALITY OF LIFE. 5846 03:27:51,560 --> 03:27:53,760 AND WITHIN MEDICINE, SOMEHOW 5847 03:27:53,760 --> 03:27:55,360 THEY ARE -- I THINK THEY ARE 5848 03:27:55,360 --> 03:27:59,200 GRAPPLING WITH THAT ISSUE. 5849 03:27:59,200 --> 03:28:05,760 BUT, SOMEHOW WHEN IT COMES TO 5850 03:28:05,760 --> 03:28:08,400 NON-BIOLOGICAL INTERVENTIONS, WE 5851 03:28:08,400 --> 03:28:13,600 DON'T HAVE THE SAME KIND OF 5852 03:28:13,600 --> 03:28:15,880 OPPORTUNITIES AVAILABLE. 5853 03:28:15,880 --> 03:28:17,520 SO THAT'S A SERIOUS KIND OF GAP 5854 03:28:17,520 --> 03:28:22,880 IN THE INFRASTRUCTURE THAT FRED 5855 03:28:22,880 --> 03:28:26,920 ALLUDED TO AS WELL. 5856 03:28:26,920 --> 03:28:35,200 SO IMPORTANT POINTS. 5857 03:28:35,200 --> 03:28:36,080 STEPHEN? 5858 03:28:36,080 --> 03:28:38,480 >> HERE I AM. 5859 03:28:38,480 --> 03:28:43,760 AS I'M LISTENING, I THINK SOME 5860 03:28:43,760 --> 03:28:45,280 REALLY IMPORTANT THINGS TO KEEP 5861 03:28:45,280 --> 03:28:46,080 IN MIND. 5862 03:28:46,080 --> 03:28:50,960 I WAS STRUCK BY HELEN'S 5863 03:28:50,960 --> 03:28:53,200 DISCUSSION ABOUT THE 5864 03:28:53,200 --> 03:28:55,840 AMPLIFICATION OF HETEROGENEITY. 5865 03:28:55,840 --> 03:29:01,160 AND YES, WE ARE FINDING 5866 03:29:01,160 --> 03:29:02,760 INCREDIBLE DIVERSITY WITHIN THE 5867 03:29:02,760 --> 03:29:03,760 AUTISM SPECTRUM. 5868 03:29:03,760 --> 03:29:05,880 AND SOMETIMES I EVEN WONDER IF 5869 03:29:05,880 --> 03:29:07,800 THE DIVERSITY WITHIN THE 5870 03:29:07,800 --> 03:29:09,200 SPECTRUM IS GREATER THAN THE 5871 03:29:09,200 --> 03:29:10,680 DIVERSITY OUTSIDE OF THE 5872 03:29:10,680 --> 03:29:11,280 SPECTRUM. 5873 03:29:11,280 --> 03:29:13,480 BUT I MIGHT BE BIASED BECAUSE I 5874 03:29:13,480 --> 03:29:15,280 SPEND ALL MY TIME INSIDE THE 5875 03:29:15,280 --> 03:29:19,080 SPECTRUM AS AN AUTISTIC PERSON. 5876 03:29:19,080 --> 03:29:20,480 MUSIC WAS DISCUSSED. 5877 03:29:20,480 --> 03:29:25,160 I GIVE MUSIC LESS TONS AUTISTIC 5878 03:29:25,160 --> 03:29:25,400 PEOPLE. 5879 03:29:25,400 --> 03:29:27,720 -- LESSONS TO -- SOME SPEAK, 5880 03:29:27,720 --> 03:29:30,000 SOME DON'T, SOME A LITTLE BIT. 5881 03:29:30,000 --> 03:29:32,000 THESE AUTISTIC MUSIC STUDENTS 5882 03:29:32,000 --> 03:29:34,480 HAVE A FULL RANGE OF ABILITIES 5883 03:29:34,480 --> 03:29:37,600 IN MUSIC FROM PROFESSIONAL LEVEL 5884 03:29:37,600 --> 03:29:40,000 TO THOSE WHO WORK HARDER AT IT. 5885 03:29:40,000 --> 03:29:41,720 AND WHAT I FIND FASCINATING 5886 03:29:41,720 --> 03:29:44,120 ABOUT MUSIC AND THE OTHER ARTS 5887 03:29:44,120 --> 03:29:47,800 IS THAT THEY COMMUNICATE WITH 5888 03:29:47,800 --> 03:29:49,080 ANOTHER -- A DIFFERENT PART OF 5889 03:29:49,080 --> 03:29:51,280 THE BRAIN THAN DOES VERBAL 5890 03:29:51,280 --> 03:29:51,640 COMMUNICATION. 5891 03:29:51,640 --> 03:29:55,600 AND OFTEN I HAVE FOUND MUSIC AND 5892 03:29:55,600 --> 03:29:59,800 THE ARTS SERVE AS A CARRIER 5893 03:29:59,800 --> 03:30:02,000 STIGMA FOR COMMUNICATION. 5894 03:30:02,000 --> 03:30:05,560 AND SOMETIMES IT IS THE MEANS OF 5895 03:30:05,560 --> 03:30:06,400 COMMUNICATION. 5896 03:30:06,400 --> 03:30:09,600 SO I THINK MORE RESEARCH INTO 5897 03:30:09,600 --> 03:30:12,800 THIS AREA IS IMPORTANT. 5898 03:30:12,800 --> 03:30:15,280 THERE IS RESEARCH SUGGESTING 5899 03:30:15,280 --> 03:30:17,480 THAT MUSIC -- I SHALLY EXPOSURE 5900 03:30:17,480 --> 03:30:19,640 TO KEYBOARD MUSIC INCREASES 5901 03:30:19,640 --> 03:30:21,480 NUMBER OF NEURAL CONNECTORS IN 5902 03:30:21,480 --> 03:30:24,000 THE CORPUS CALLOSUM OF THE BRAIN 5903 03:30:24,000 --> 03:30:25,320 HELPING TO INTEGRATE AND CONNECT 5904 03:30:25,320 --> 03:30:27,600 THE TWO SIDES OF THE BRAIN. 5905 03:30:27,600 --> 03:30:30,400 SO, MUSIC FOR AUTISTIC PEOPLE, 5906 03:30:30,400 --> 03:30:38,400 YOU MIGHT SAY IS A NO-BRAINER. 5907 03:30:38,400 --> 03:30:39,920 ALSO, AI. 5908 03:30:39,920 --> 03:30:43,880 CERTAINLY ONE THING WE COULD DO 5909 03:30:43,880 --> 03:30:48,600 IS MAKE -- USE AI TO MAKE TEXT 5910 03:30:48,600 --> 03:30:51,800 TO SPEECH MORE HUMANISTIC 5911 03:30:51,800 --> 03:30:53,720 SOUNDING AS GRANT SAID. 5912 03:30:53,720 --> 03:30:55,280 AND IT SHOULDN'T BE TOO HARD TO 5913 03:30:55,280 --> 03:30:56,240 DO THAT. 5914 03:30:56,240 --> 03:31:00,400 AND THEN FINALLY, WORKING 5915 03:31:00,400 --> 03:31:00,680 TOGETHER. 5916 03:31:00,680 --> 03:31:03,640 I THINK IT'S A REALLY IMPORTANT 5917 03:31:03,640 --> 03:31:04,200 THEME THAT WE HAVE HERE. 5918 03:31:04,200 --> 03:31:06,720 IT'S A STRONG THEME AND IT'S 5919 03:31:06,720 --> 03:31:07,720 RUNNING THROUGH OUR TIME 5920 03:31:07,720 --> 03:31:08,000 TOGETHER. 5921 03:31:08,000 --> 03:31:11,000 AND I SUSPECT IT WILL BE THAT 5922 03:31:11,000 --> 03:31:11,640 WAY TOMORROW. 5923 03:31:11,640 --> 03:31:14,200 AND WORKING WITH EACH OTHER, 5924 03:31:14,200 --> 03:31:17,360 RESPECTING EACH OTHER'S OPINIONS 5925 03:31:17,360 --> 03:31:18,920 WITH THE FINAL GOAL OF MAKING 5926 03:31:18,920 --> 03:31:20,720 FULFILLING AND PRODUCTIVE LIVES 5927 03:31:20,720 --> 03:31:22,200 FOR AUTISTIC PEOPLE THE RULE 5928 03:31:22,200 --> 03:31:29,960 RATHER THAN THE EXCEPTION. 5929 03:31:29,960 --> 03:31:32,320 >> THANK YOU. 5930 03:31:32,320 --> 03:31:32,720 LEN? 5931 03:31:32,720 --> 03:31:36,040 YOU HAVE YOUR HAND RAISED. 5932 03:31:36,040 --> 03:31:38,720 >> I WANT TO RESPOND QUICKLY TO 5933 03:31:38,720 --> 03:31:40,320 KRISTI'S POINT WHICH IS A GOOD 5934 03:31:40,320 --> 03:31:40,520 ONE. 5935 03:31:40,520 --> 03:31:42,520 THERE ARE WAYS TO EXPAND THE 5936 03:31:42,520 --> 03:31:44,120 MARKET IF YOU WILL BECAUSE WE 5937 03:31:44,120 --> 03:31:45,360 HAVE PEOPLE THAT DON'T HAVE 5938 03:31:45,360 --> 03:31:48,480 AUTISM THAT HAVE INTELLECTUAL 5939 03:31:48,480 --> 03:31:49,120 DISABILITIES THAT ARE MINIMALLY 5940 03:31:49,120 --> 03:31:49,360 VERBAL. 5941 03:31:49,360 --> 03:31:51,400 WE HEARD ABOUT OTHER POPULATIONS 5942 03:31:51,400 --> 03:31:51,760 TODAY. 5943 03:31:51,760 --> 03:31:53,560 AND FROM A RESEARCH PERSPECTIVE, 5944 03:31:53,560 --> 03:31:56,160 I THINK THERE MAY BE REASONS 5945 03:31:56,160 --> 03:31:59,000 SOMETIMES TO EXPAND OUR SAMPLE 5946 03:31:59,000 --> 03:32:01,640 AND BRING PEOPLE IN. 5947 03:32:01,640 --> 03:32:02,760 INDEPENDENT OF THEIR DIAGNOSIS. 5948 03:32:02,760 --> 03:32:04,960 SO THERE MAY BE WAYS TO BUILD AN 5949 03:32:04,960 --> 03:32:07,680 EVIDENCE BASE THAT CAN HELP 5950 03:32:07,680 --> 03:32:10,680 SUPPORT THE REALLY MAKING THE 5951 03:32:10,680 --> 03:32:12,080 POINT THAT THIS IS POTENTIALLY A 5952 03:32:12,080 --> 03:32:14,040 LARGER MARKET, AT LEAST FOR SOME 5953 03:32:14,040 --> 03:32:17,680 TECHNOLOGIES AND INTERVENTIONS. 5954 03:32:17,680 --> 03:32:18,040 >> ABSOLUTELY. 5955 03:32:18,040 --> 03:32:20,760 KRISTA YOU HAVE YOUR HAND UP. 5956 03:32:20,760 --> 03:32:21,240 >> YES, THANK YOU. 5957 03:32:21,240 --> 03:32:23,280 THIS IS REALLY SUCH AN 5958 03:32:23,280 --> 03:32:23,760 INTERESTING DISCUSSION. 5959 03:32:23,760 --> 03:32:27,000 I JUST WANTED TO DO TWO POINTS. 5960 03:32:27,000 --> 03:32:29,240 FIRST, STEPHEN, I HAVE A 5961 03:32:29,240 --> 03:32:30,400 SABBATICAL COMING UP WITH A 5962 03:32:30,400 --> 03:32:31,240 COLLEAGUE FROM THE SCHOOL OF 5963 03:32:31,240 --> 03:32:32,840 THEATER WHERE WE ARE GOING TO BE 5964 03:32:32,840 --> 03:32:34,560 LOOKING AT THE ROLE OF THE 5965 03:32:34,560 --> 03:32:36,800 PERFORMING ARTS IN SUPPORTING 5966 03:32:36,800 --> 03:32:38,280 COMMUNICATION OUTCOMES. 5967 03:32:38,280 --> 03:32:39,680 SO, I'M GLAD YOU THINK IT IS 5968 03:32:39,680 --> 03:32:40,680 IMPORTANT BECAUSE I CERTAINLY 5969 03:32:40,680 --> 03:32:40,880 DO. 5970 03:32:40,880 --> 03:32:42,280 THE OTHER THING I WANTED TO 5971 03:32:42,280 --> 03:32:45,280 POINT OUT WAS, JUST TO COME BACK 5972 03:32:45,280 --> 03:32:45,880 TO THE VOICE. 5973 03:32:45,880 --> 03:32:47,560 I KNOW WE SAID THIS MULTIPLE 5974 03:32:47,560 --> 03:32:48,960 TIMES, BUT I HAVE A STUDENT WHO 5975 03:32:48,960 --> 03:32:53,680 IS EXPLORING HOW PEOPLE WHO USE 5976 03:32:53,680 --> 03:32:56,200 AAC IN GENERAL ACCESS MENTAL 5977 03:32:56,200 --> 03:32:57,480 HEALTH SUPPORT SERVICES AND SO 5978 03:32:57,480 --> 03:32:58,400 SHE INTERVIEWED SEVERAL ADULTS 5979 03:32:58,400 --> 03:33:00,040 WHO USE AAC. 5980 03:33:00,040 --> 03:33:02,200 ONE OF WHOM HAD AUTISM. 5981 03:33:02,200 --> 03:33:03,960 ON THEIR EXPERIENCES WITH THIS 5982 03:33:03,960 --> 03:33:07,960 AND THE LACK OF ABILITY OF THE 5983 03:33:07,960 --> 03:33:09,240 AAC VOICE TO HAVE THOSE 5984 03:33:09,240 --> 03:33:11,360 INFLECTIONS WAS A HUGE BARRIER 5985 03:33:11,360 --> 03:33:12,480 IDENTIFIED BY THOSE INDIVIDUALS. 5986 03:33:12,480 --> 03:33:14,120 SO THIS IS JUST TO ME A REALLY 5987 03:33:14,120 --> 03:33:17,040 IMPORTANT PART OF THIS 5988 03:33:17,040 --> 03:33:18,320 CONVERSATION. 5989 03:33:18,320 --> 03:33:19,080 >> THANK YOU FOR THAT. 5990 03:33:19,080 --> 03:33:22,520 I DO THINK IT IS REALLY 5991 03:33:22,520 --> 03:33:22,760 IMPORTANT. 5992 03:33:22,760 --> 03:33:24,000 I THINK JANICE, YOU HAVE YOUR 5993 03:33:24,000 --> 03:33:25,960 HAND UP AGAIN? 5994 03:33:25,960 --> 03:33:28,200 >> I JUST HAD A COUPLE OF REALLY 5995 03:33:28,200 --> 03:33:31,200 QUICK COMMENTS. 5996 03:33:31,200 --> 03:33:32,200 ONE, LEN JUST TO ECHO YOUR 5997 03:33:32,200 --> 03:33:32,520 COMMENT. 5998 03:33:32,520 --> 03:33:35,400 I ALSO AGREE THAT VERY OFTEN IF 5999 03:33:35,400 --> 03:33:37,920 AAC TECHNOLOGIES ARE WELL 6000 03:33:37,920 --> 03:33:38,800 DESIGNED THEY CAN SUPPORT ALL OF 6001 03:33:38,800 --> 03:33:40,600 US OR MANY PEOPLE, IN TERMS OF 6002 03:33:40,600 --> 03:33:41,400 DOING THINGS BETTER. 6003 03:33:41,400 --> 03:33:43,080 AND I THINK THE TRANSITION TO 6004 03:33:43,080 --> 03:33:43,880 LITERACY TECHNOLOGY THAT WE 6005 03:33:43,880 --> 03:33:45,600 TALKED ABOUT IS A REALLY GOOD 6006 03:33:45,600 --> 03:33:45,840 EXAMPLE. 6007 03:33:45,840 --> 03:33:47,920 WE HAVE DONE A COUPLE OF STUDIES 6008 03:33:47,920 --> 03:33:49,600 THAT INVOLVE SMALL GROUPS WITH 6009 03:33:49,600 --> 03:33:52,400 KIDS ON THE AUTISM SPECTRUM BUT 6010 03:33:52,400 --> 03:33:53,840 ALSO KIDS THAT ARE NEUROTYPICAL 6011 03:33:53,840 --> 03:33:56,200 AND ALL OF THEM BENEFIT FROM THE 6012 03:33:56,200 --> 03:33:57,720 TECHNOLOGIES IN TERMS OF 6013 03:33:57,720 --> 03:33:58,720 INCREASING LITERACY SKILLS AS 6014 03:33:58,720 --> 03:34:00,880 WELL AS THEIR LANGUAGE AND 6015 03:34:00,880 --> 03:34:01,320 COMMUNICATION. 6016 03:34:01,320 --> 03:34:03,560 SO THAT'S AN EXAMPLE, I THINK. 6017 03:34:03,560 --> 03:34:05,520 I DO THINK ALSO THAT IN TERMS OF 6018 03:34:05,520 --> 03:34:07,280 SOLVING THE TECHNOLOGY PROBLEMS, 6019 03:34:07,280 --> 03:34:09,200 WE NEED TO CHALLENGE THE 6020 03:34:09,200 --> 03:34:10,600 MAINSTREAM TECHNOLOGY 6021 03:34:10,600 --> 03:34:11,840 DEVELOPERS, GOOGLE AND 6022 03:34:11,840 --> 03:34:12,320 MICROSOFT. 6023 03:34:12,320 --> 03:34:13,680 THEY NEED TO BE AT THE TABLE IN 6024 03:34:13,680 --> 03:34:15,880 TERMS OF HELPING US TO DEVELOP 6025 03:34:15,880 --> 03:34:18,240 TECHNOLOGIES THAT ARE MORE 6026 03:34:18,240 --> 03:34:19,440 INCLUSIVE AND THAT SUPPORT 6027 03:34:19,440 --> 03:34:21,280 PEOPLE REGARDLESS OF THEIR 6028 03:34:21,280 --> 03:34:22,720 CAPABILITIES. 6029 03:34:22,720 --> 03:34:24,080 SO, I THINK THOSE ARE WAYS TO 6030 03:34:24,080 --> 03:34:26,240 KIND OF LEVERAGE SOME OF THAT. 6031 03:34:26,240 --> 03:34:28,400 AND FOR FUNDING FOR DEVELOPMENT, 6032 03:34:28,400 --> 03:34:32,560 I KNOW THAT NIH HAS A STRONG 6033 03:34:32,560 --> 03:34:34,320 SBIR PROGRAM, THE NATIONAL 6034 03:34:34,320 --> 03:34:36,200 INSTITUTE ON DISABILITY, 6035 03:34:36,200 --> 03:34:37,440 INDEPENDENT LIVING AND 6036 03:34:37,440 --> 03:34:38,320 REHABILITATION RESEARCH HAS A 6037 03:34:38,320 --> 03:34:42,120 STRONG SBIR PROGRAM AND THEY 6038 03:34:42,120 --> 03:34:43,120 CERTAINLY WILL DEVELOP INITIAL 6039 03:34:43,120 --> 03:34:45,040 IDEAS STAGE WORK AND THEN LATER 6040 03:34:45,040 --> 03:34:45,640 DEVELOPMENT TOWARDS THINGS. 6041 03:34:45,640 --> 03:34:48,160 I UNDERSTAND THAT IS NOT THE 6042 03:34:48,160 --> 03:34:50,040 ONGOING MARKETPLACE BUT IT IS 6043 03:34:50,040 --> 03:34:52,040 THE INITIAL DEVELOPMENT WORK. 6044 03:34:52,040 --> 03:34:54,120 AND JUST THE FINAL COMMENT IS 6045 03:34:54,120 --> 03:34:56,000 JUST TO SORT OF ALERT EVERYBODY 6046 03:34:56,000 --> 03:34:58,720 THAT IN ADDITION TO THE HUGE 6047 03:34:58,720 --> 03:35:02,120 PLAYERS AND NSF AND NIH THAT 6048 03:35:02,120 --> 03:35:04,160 NADLER IS ALSO AN IMPORTANT 6049 03:35:04,160 --> 03:35:04,720 INSTITUTION WITH THE FEDERAL 6050 03:35:04,720 --> 03:35:05,720 GOVERNMENT TO BE THINKING ABOUT 6051 03:35:05,720 --> 03:35:07,600 SO THE NATIONAL INSTITUTE ON 6052 03:35:07,600 --> 03:35:08,360 DISABILITY AND INDEPENDENT 6053 03:35:08,360 --> 03:35:10,360 LIVING AND REHABILITATION 6054 03:35:10,360 --> 03:35:10,760 RESEARCH. 6055 03:35:10,760 --> 03:35:12,600 AND THEY HAVE A NUMBER OF 6056 03:35:12,600 --> 03:35:16,080 RESEARCH PROGRAMS, PARTICULARLY 6057 03:35:16,080 --> 03:35:16,600 REHABILITATION ENGINEERING 6058 03:35:16,600 --> 03:35:17,560 RESEARCH PROGRAMS THAT WE ARE 6059 03:35:17,560 --> 03:35:20,520 PART OF, THAT ARE SPECIFICALLY 6060 03:35:20,520 --> 03:35:22,320 DESIGNED TO BRING TOGETHER 6061 03:35:22,320 --> 03:35:26,520 CONSUMERS WHO HAVE UNMET NEEDS, 6062 03:35:26,520 --> 03:35:29,120 RESEARCHERS, ENGINEERS, AS WELL 6063 03:35:29,120 --> 03:35:30,880 AS PRACTITIONERS, CLINICIAN 6064 03:35:30,880 --> 03:35:31,880 SERVICE PROVIDERS. 6065 03:35:31,880 --> 03:35:33,520 AND I THINK THOSE TEAMS CAN BE 6066 03:35:33,520 --> 03:35:35,920 REALLY DYNAMIC IN TERMS OF 6067 03:35:35,920 --> 03:35:38,120 ADVANCING TECHNOLOGY SOLUTIONS. 6068 03:35:38,120 --> 03:35:43,960 ANOTHER RESOURCE FOR PEOPLE. 6069 03:35:43,960 --> 03:35:47,640 >> THANK YOU VERY MUCH. 6070 03:35:47,640 --> 03:35:52,560 I HAVE A COMMENT HERE FROM ALYSA 6071 03:35:52,560 --> 03:35:54,760 WHO HAS BEEN OBSERVING OUR 6072 03:35:54,760 --> 03:35:57,920 WEBINAR THIS AFTERNOON. 6073 03:35:57,920 --> 03:36:01,080 AND HAS PRESENTED SEVERAL 6074 03:36:01,080 --> 03:36:01,840 COMMENTS BUT SHEERAN INTERESTING 6075 03:36:01,840 --> 03:36:03,440 ONE THAT I'D LIKE TO PICK OUT. 6076 03:36:03,440 --> 03:36:05,680 WE CAN COME BACK TO SOME OF 6077 03:36:05,680 --> 03:36:06,320 HER,. 6078 03:36:06,320 --> 03:36:08,440 REGARDING THE QUESTION OF 6079 03:36:08,440 --> 03:36:09,640 ATTITUDES, KNOWLEDGE AND 6080 03:36:09,640 --> 03:36:11,760 PRACTICE, I'M WORKING ON A 6081 03:36:11,760 --> 03:36:13,040 SURVEY ABOUT THIS AIMED AT 6082 03:36:13,040 --> 03:36:15,040 PROFESSIONALS WORKING WITH 6083 03:36:15,040 --> 03:36:17,360 AUTISTIC STUDENTS. 6084 03:36:17,360 --> 03:36:21,520 UNDERSTANDING THEIR TRAINING -- 6085 03:36:21,520 --> 03:36:22,760 EXCUSE ME -- ATTITUDES AND 6086 03:36:22,760 --> 03:36:25,480 PRACTICES WITH AUTISTIC STUDENTS 6087 03:36:25,480 --> 03:36:26,160 WHO COULD BENEFIT FROM AAC. 6088 03:36:26,160 --> 03:36:29,040 I AGREE IT'S AN IMPORTANT THING 6089 03:36:29,040 --> 03:36:31,720 TO EXAMINE. 6090 03:36:31,720 --> 03:36:33,080 SO HIGHLIGHTING THE WORK WE HAVE 6091 03:36:33,080 --> 03:36:38,720 BEEN TALKING ABOUT, THE 6092 03:36:38,720 --> 03:36:39,320 CONNECTION TOL INDUSTRY AND 6093 03:36:39,320 --> 03:36:41,360 DEVELOPING NEW INTERVENTIONS BUT 6094 03:36:41,360 --> 03:36:44,120 ON THIS OTHER SIDE, HOW WE ARE 6095 03:36:44,120 --> 03:36:48,080 GOING TO GET CLINICIANS AND THE 6096 03:36:48,080 --> 03:36:51,960 EDUCATORS TO IMPLEMENT WHAT IS 6097 03:36:51,960 --> 03:36:52,400 DEVELOPED? 6098 03:36:52,400 --> 03:36:54,560 AND WE NEED TO BE THINKING ON 6099 03:36:54,560 --> 03:36:58,240 BOTH SIDES OF THAT EQUATION WITH 6100 03:36:58,240 --> 03:37:02,360 THE INDIVIDUAL AND THEIR FAMILY 6101 03:37:02,360 --> 03:37:03,720 CENTERED THERE BETWEEN WHO IS 6102 03:37:03,720 --> 03:37:05,600 GOING TO DELIVER -- WHO IS GOING 6103 03:37:05,600 --> 03:37:07,320 TO DEVELOP IT AND WHO IS GOING 6104 03:37:07,320 --> 03:37:08,400 TO BE DELIVERING IT. 6105 03:37:08,400 --> 03:37:11,280 SO I THINK THAT IS ANOTHER 6106 03:37:11,280 --> 03:37:15,880 IMPORTANT POINT AS WE CONSIDER 6107 03:37:15,880 --> 03:37:24,040 NOVEL INTERVENTIONS. 6108 03:37:24,040 --> 03:37:28,520 I'LL GO THEN TO THE NEXT 6109 03:37:28,520 --> 03:37:28,800 COMMENT. 6110 03:37:28,800 --> 03:37:30,680 THIS EVERTHIS IS FROM LEE MASON. 6111 03:37:30,680 --> 03:37:32,000 SEVERAL OF THE PRESENTERS 6112 03:37:32,000 --> 03:37:33,760 EMPHASIZED THE IMPORTANCE OF 6113 03:37:33,760 --> 03:37:36,040 INCLUDING PEOPLE WITH AUTISM AS 6114 03:37:36,040 --> 03:37:37,400 RESEARCH COLLABORATORS. 6115 03:37:37,400 --> 03:37:39,480 AND I UNDERSTAND THE IMPORTANCE 6116 03:37:39,480 --> 03:37:40,560 OF DOING SO. 6117 03:37:40,560 --> 03:37:42,880 HOWEVER, I'D LIKE TO POINT OUT 6118 03:37:42,880 --> 03:37:45,480 THAT WHILE SUCH INCLUSIVENESS 6119 03:37:45,480 --> 03:37:46,960 ENHANCES THE SOCIAL VALIDITY OF 6120 03:37:46,960 --> 03:37:49,720 OUR RESEARCH, IT DOESN'T 6121 03:37:49,720 --> 03:37:52,680 INHERENTLY LEAD TO BETTER 6122 03:37:52,680 --> 03:37:53,280 OUTCOMES. 6123 03:37:53,280 --> 03:37:55,320 THE QUESTION TO THE EXTENT 6124 03:37:55,320 --> 03:37:56,400 INCLUSIVE RESEARCH IS BETTER 6125 03:37:56,400 --> 03:37:59,000 RESEARCH IS ITSELF AN EMPIRICAL 6126 03:37:59,000 --> 03:37:59,280 QUESTION. 6127 03:37:59,280 --> 03:38:05,360 AND ONE THAT IS ABSOLUTELY WORTH 6128 03:38:05,360 --> 03:38:05,640 EXPLORATION. 6129 03:38:05,640 --> 03:38:08,520 SO THAT'S KIND OF A PROVOCATIVE 6130 03:38:08,520 --> 03:38:08,840 POINT HERE. 6131 03:38:08,840 --> 03:38:13,480 IT'S LIKE WE HAVE ASSUMED THAT 6132 03:38:13,480 --> 03:38:15,240 PARTICIPATORY RESEARCH IS 6133 03:38:15,240 --> 03:38:15,480 BETTER. 6134 03:38:15,480 --> 03:38:18,760 ON SOME LEVELS IT IS, BELL ARE 6135 03:38:18,760 --> 03:38:21,560 THE OUTCOMES GOING TO BE 6136 03:38:21,560 --> 03:38:23,160 DIFFERENT AND BETTER AS A RESULT 6137 03:38:23,160 --> 03:38:28,760 OF THAT? 6138 03:38:28,760 --> 03:38:30,080 I'D LOVE TO HEAR PEOPLE'S 6139 03:38:30,080 --> 03:38:34,040 RESPONSES TO. 6140 03:38:34,040 --> 03:38:34,880 >> ONE THING IS I DON'T THINK WE 6141 03:38:34,880 --> 03:38:37,600 HAVE ENOUGH OF IT IN THIS 6142 03:38:37,600 --> 03:38:38,280 POPULATION. 6143 03:38:38,280 --> 03:38:41,200 SO IT MIGHT BE DIFFICULT TO 6144 03:38:41,200 --> 03:38:42,280 DETERMINE IF OUTCOMES ARE BETTER 6145 03:38:42,280 --> 03:38:43,240 OR NOT. 6146 03:38:43,240 --> 03:38:45,000 AND I SEE STEPHEN SHORE HAS HIS 6147 03:38:45,000 --> 03:38:47,040 HAND UP SO MAYBE HE WAS GOING TO 6148 03:38:47,040 --> 03:38:49,600 RESPOND TO THAT. 6149 03:38:49,600 --> 03:38:53,120 >> STEPHEN SHORE: I CERTAINLY 6150 03:38:53,120 --> 03:38:54,560 WILL. 6151 03:38:54,560 --> 03:38:57,800 AND I THINK WE ALWAYS NEED TO BE 6152 03:38:57,800 --> 03:39:01,320 RESPECTFUL OF WHEN WE -- IN 6153 03:39:01,320 --> 03:39:02,280 DOING THAT RESEARCH. 6154 03:39:02,280 --> 03:39:07,280 AND I THINK THE BEST WAY TO KNOW 6155 03:39:07,280 --> 03:39:10,080 KNOW WHAT IS IMPORTANT FOR 6156 03:39:10,080 --> 03:39:10,720 AUTISTIC INDIVIDUALS. 6157 03:39:10,720 --> 03:39:18,800 AND WHAT IS TO -- WHAT RESEARCH 6158 03:39:18,800 --> 03:39:21,200 STRATEGIES ARE MORE VALID. 6159 03:39:21,200 --> 03:39:23,800 WE NEED INPUT FROM AUTISTIC 6160 03:39:23,800 --> 03:39:26,600 INDIVIDUALS T DOESN'T MEAN US 6161 03:39:26,600 --> 03:39:27,400 AUTISTIC PEOPLE WILL BE ALWAYS 6162 03:39:27,400 --> 03:39:28,320 BE RIGHT. 6163 03:39:28,320 --> 03:39:30,880 JUST LIKE NOBODY ELSE IS ALWAYS 6164 03:39:30,880 --> 03:39:31,080 RIGHT. 6165 03:39:31,080 --> 03:39:33,520 BUT I BELIEVE IT IS IMPORTANT TO 6166 03:39:33,520 --> 03:39:37,200 LISTEN TO US AND AN EXAMPLE IS, 6167 03:39:37,200 --> 03:39:42,480 IN MY IRB AT THE UNIVERSITY, AS 6168 03:39:42,480 --> 03:39:45,000 PART OF MY INITIAL RESEARCH 6169 03:39:45,000 --> 03:39:48,120 PROJECT INVOLVING PARTICIPATORY 6170 03:39:48,120 --> 03:39:54,000 RESEARCH, WE GOT CAUGHT UP 6171 03:39:54,000 --> 03:39:54,600 INIMENTED RB DISCUSSIONS WHERE 6172 03:39:54,600 --> 03:39:57,880 THEY ASSUMED THAT ALL AUTISTIC 6173 03:39:57,880 --> 03:40:00,920 PEOPLE WERE PARTS -- WERE 6174 03:40:00,920 --> 03:40:03,960 CONSIDERED AS PART OF THE 6175 03:40:03,960 --> 03:40:05,720 VULNERABLE POPULATION. 6176 03:40:05,720 --> 03:40:08,720 AND MANY OF US ARE. 6177 03:40:08,720 --> 03:40:11,320 BUT ALSO MANY OF US ARE NOT. 6178 03:40:11,320 --> 03:40:14,200 SO WHAT THAT MEANS IS THAT WE 6179 03:40:14,200 --> 03:40:17,120 NEED TO TAKE A LOOK AT WHAT WE 6180 03:40:17,120 --> 03:40:19,520 CONSIDER WHO IS VULNERABLE AND 6181 03:40:19,520 --> 03:40:20,400 THEN WHAT SAFEGUARDS ARE WE 6182 03:40:20,400 --> 03:40:22,440 GOING TO TAKE AND WHAT CAN WE DO 6183 03:40:22,440 --> 03:40:23,640 IN TERMS OF RESEARCH? 6184 03:40:23,640 --> 03:40:29,800 AND WHO IS NOT VULNERABLE. 6185 03:40:29,800 --> 03:40:32,200 AND PLAN OUR RESEARCH IN THAT 6186 03:40:32,200 --> 03:40:32,360 WAY. 6187 03:40:32,360 --> 03:40:36,720 TO THE CREDIT OF THE IRB AT MY 6188 03:40:36,720 --> 03:40:38,000 UNIVERSITY, THEIR RESPONSE WAS 6189 03:40:38,000 --> 03:40:40,960 TO INVITE ME TO THEIR IRB SO 6190 03:40:40,960 --> 03:40:47,440 THEY COULD LEARN MORE ABOUT IT. 6191 03:40:47,440 --> 03:40:48,880 >> I'M GOING TO GO TO PEOPLE 6192 03:40:48,880 --> 03:40:52,400 THAT HAVEN'T HAD A CHANCE TO 6193 03:40:52,400 --> 03:40:52,840 SPEAK YET. 6194 03:40:52,840 --> 03:40:54,640 >> I KNOW THAT QUESTION WAS 6195 03:40:54,640 --> 03:40:56,040 MEANT TO BE PROVOCATIVE. 6196 03:40:56,040 --> 03:40:56,760 SO APPRECIATE THAT. 6197 03:40:56,760 --> 03:41:00,240 I THINK MAYBE ONE OF THE BEST 6198 03:41:00,240 --> 03:41:04,040 EXAMPLES OF WHY THIS KIND OF 6199 03:41:04,040 --> 03:41:04,560 PARTICIPATORY APPROACH IS 6200 03:41:04,560 --> 03:41:05,840 ESSENTIAL WOULD COME FROM THE 6201 03:41:05,840 --> 03:41:07,360 CONVERSATION THAT WE HAD JUST IN 6202 03:41:07,360 --> 03:41:10,040 THE LAST 20 MINUTES. 6203 03:41:10,040 --> 03:41:13,240 WHEN PONCHO AND AAC USER SCIZZ, 6204 03:41:13,240 --> 03:41:15,480 HE'D LOVE TO BE ABLE TO HAVE 6205 03:41:15,480 --> 03:41:18,480 EMOTION IN HIS AAC DEVICE. 6206 03:41:18,480 --> 03:41:20,280 AND JORDAN SAYS THE SAME THING 6207 03:41:20,280 --> 03:41:22,360 AND GRANT SAYS THE SAME THING. 6208 03:41:22,360 --> 03:41:25,600 AND I DON'T BELIEVE THAT THAT 6209 03:41:25,600 --> 03:41:26,200 PARTICULAR ISSUE AROSE IN THE 6210 03:41:26,200 --> 03:41:27,840 DISCUSSION UP TO THAT POINT. 6211 03:41:27,840 --> 03:41:32,720 SO HOW WILL WE ADDRESS WHAT THE 6212 03:41:32,720 --> 03:41:33,560 ACTUAL CONSIDERATIONS ARE OF 6213 03:41:33,560 --> 03:41:35,480 PEOPLE CURRENTLY USING AAC IF 6214 03:41:35,480 --> 03:41:37,280 WHY DON'T ACTUALLY ATTEMPT TO 6215 03:41:37,280 --> 03:41:39,640 HEAR WHAT THEY HAVE TO SAY AND 6216 03:41:39,640 --> 03:41:43,960 INVOLVE THEM IN THE BEGINNING. 6217 03:41:43,960 --> 03:41:44,360 >> ABSOLUTELY. 6218 03:41:44,360 --> 03:41:46,400 GOOD POINT. 6219 03:41:46,400 --> 03:41:49,560 LET'S SEE, WHO IS NEXT? 6220 03:41:49,560 --> 03:41:52,400 ALLISON? 6221 03:41:52,400 --> 03:41:53,480 >> I THINK IN THIS POPULATION 6222 03:41:53,480 --> 03:41:56,200 THAT WE ARE TALKING ABOUT, WE 6223 03:41:56,200 --> 03:41:58,680 HAVE TO THINK ABOUT THE 6224 03:41:58,680 --> 03:42:00,200 DEFINITION OF PARTICIPATORY 6225 03:42:00,200 --> 03:42:02,640 RESEARCH AND WHO PARTICIPATES. 6226 03:42:02,640 --> 03:42:04,000 I THINK EARLIER AT THE BEGINNING 6227 03:42:04,000 --> 03:42:07,280 OF THIS WEBINAR, JOHN ROBISON 6228 03:42:07,280 --> 03:42:12,120 SAID IT WHEN HE MET AMY'S SON HE 6229 03:42:12,120 --> 03:42:13,800 REALIZED HE WAS AS AN ADULT WITH 6230 03:42:13,800 --> 03:42:18,200 AUTISM WHO SPEAKS, HE IS NO, NO 6231 03:42:18,200 --> 03:42:19,600 BETTER POSITION TO UNDERSTAND OR 6232 03:42:19,600 --> 03:42:21,520 SPEAK FOR HER SON. 6233 03:42:21,520 --> 03:42:22,800 SO, I THINK WE HAVE TO MAKE SURE 6234 03:42:22,800 --> 03:42:26,320 THAT WE ARE INCLUDING PARENTS IN 6235 03:42:26,320 --> 03:42:28,920 WHAT WE ARE DOING RESEARCH ON 6236 03:42:28,920 --> 03:42:29,800 MINIMALLY VERBAL INDIVIDUALS 6237 03:42:29,800 --> 03:42:31,280 WITH PROFOUND AUTISM. 6238 03:42:31,280 --> 03:42:36,720 OTHERWISE THEY ARE EXCLUDED. 6239 03:42:36,720 --> 03:42:38,760 >> ABSOLUTELY. 6240 03:42:38,760 --> 03:42:41,600 MATTHEW? 6241 03:42:41,600 --> 03:42:45,320 >> JUST TO POINT OUT THAT THERE 6242 03:42:45,320 --> 03:42:47,720 IS SOME LITERATURE ON THE 6243 03:42:47,720 --> 03:42:49,720 EFFECTS OF STAKEHOLDER 6244 03:42:49,720 --> 03:42:50,000 INVOLVEMENT. 6245 03:42:50,000 --> 03:42:52,720 AND I KNOW THAT THE NATIONAL 6246 03:42:52,720 --> 03:42:56,520 INSTITUTE FOR HEALTH RESEARCH IN 6247 03:42:56,520 --> 03:42:58,200 THE U.K. HAS A WHOLE HANDBOOK 6248 03:42:58,200 --> 03:43:01,120 THAT SITES THAT LITERATURE. 6249 03:43:01,120 --> 03:43:03,760 SO IS IT OUT THERE FROM FIELDS 6250 03:43:03,760 --> 03:43:08,320 OTHER THAN AUTISM. 6251 03:43:08,320 --> 03:43:10,040 BUT I ALMS WOULD LIKE TO LINK 6252 03:43:10,040 --> 03:43:11,960 THIS DISCUSSION BANK TO 6253 03:43:11,960 --> 03:43:14,640 SOMETHING THAT GIACOMO SAID 6254 03:43:14,640 --> 03:43:17,840 DURING HIS COMMENTS ABOUT DOGMA. 6255 03:43:17,840 --> 03:43:19,720 AND IDEOLOGIES. 6256 03:43:19,720 --> 03:43:23,720 BECAUSE STAKEHOLDER INVOLVEMENT 6257 03:43:23,720 --> 03:43:25,960 IS THE BEST WAY TO BREAKDOWN 6258 03:43:25,960 --> 03:43:28,120 THOSE COUNTER PRODUCTIVE 6259 03:43:28,120 --> 03:43:28,400 IDEOLOGIES. 6260 03:43:28,400 --> 03:43:31,320 WE ALL KNOW THE OLD IDEOLOGY 6261 03:43:31,320 --> 03:43:35,560 THAT AUTISM WAS EXCLUSIVELY A 6262 03:43:35,560 --> 03:43:37,880 DISORDER OF SOCIAL 6263 03:43:37,880 --> 03:43:38,560 COMMUNICATION. 6264 03:43:38,560 --> 03:43:41,560 SO THAT RULED OUT SO MANY 6265 03:43:41,560 --> 03:43:43,440 ASPECTS WHAT YOU WANT TO CALL 6266 03:43:43,440 --> 03:43:46,080 SYMPTOMS OR CO-MORBIDITIES OR 6267 03:43:46,080 --> 03:43:49,440 SPECIFIERS THAT WE NOW KNOW ALL 6268 03:43:49,440 --> 03:43:49,920 ABOUT. 6269 03:43:49,920 --> 03:43:54,720 SENSORY ASPECTS, MOTOR ASPECTS, 6270 03:43:54,720 --> 03:43:57,120 SLEEP PROBLEMS, GASTROINTESTINAL 6271 03:43:57,120 --> 03:43:57,480 DIFFICULTIES. 6272 03:43:57,480 --> 03:43:59,040 I MEAN IF WE HAD JUST SHUT UP 6273 03:43:59,040 --> 03:44:01,640 AND LISTENED TO PARENTS AND 6274 03:44:01,640 --> 03:44:03,600 FAMILIES AND PEOPLE WITH AUTISM, 6275 03:44:03,600 --> 03:44:06,360 WE WOULD HAVE KNOWN ABOUT ALL OF 6276 03:44:06,360 --> 03:44:08,120 THESE DECADES EARLIER! 6277 03:44:08,120 --> 03:44:10,040 AND WE WOULD HAVE INVESTIGATED 6278 03:44:10,040 --> 03:44:10,960 THEM. 6279 03:44:10,960 --> 03:44:14,240 STAKEHOLDER INVOLVEMENT IS 6280 03:44:14,240 --> 03:44:17,760 ESSENTIAL TO ASKING THE RIGHT 6281 03:44:17,760 --> 03:44:19,680 QUESTIONS AND TO FRAMING THE 6282 03:44:19,680 --> 03:44:21,160 RESEARCH TO ANSWER THOSE 6283 03:44:21,160 --> 03:44:25,600 QUESTIONS IN THE RIGHT WAY. 6284 03:44:25,600 --> 03:44:28,480 I GUESS THAT'S MY POINT. 6285 03:44:28,480 --> 03:44:29,440 >> THANK YOU FOR THAT. 6286 03:44:29,440 --> 03:44:29,920 REALLY IMPORTANT. 6287 03:44:29,920 --> 03:44:32,360 I WANT TO READ SOMETHING FROM A 6288 03:44:32,360 --> 03:44:34,680 COMMENT FROM JORDAN ZIMMERMAN. 6289 03:44:34,680 --> 03:44:39,560 AND THEN WE'LL GET TO AMY DIETZ. 6290 03:44:39,560 --> 03:44:41,760 SO I'D LIKE TO COMMENT. 6291 03:44:41,760 --> 03:44:43,160 I BELIEVE LIVED EXPERIENCE 6292 03:44:43,160 --> 03:44:46,240 SHOULD DRIVE SYSTEMS CHANGE AND 6293 03:44:46,240 --> 03:44:46,520 RESEARCH. 6294 03:44:46,520 --> 03:44:49,360 FIRST PERSON ACCOUNTS BY US AS 6295 03:44:49,360 --> 03:44:50,480 AUTISTIC PEOPLE WHO GAIN ACCESS 6296 03:44:50,480 --> 03:44:54,160 TO AAC LATER IN LIFE IS HIGHLY 6297 03:44:54,160 --> 03:44:56,640 RELEVANT AND IMPORTANT. 6298 03:44:56,640 --> 03:44:57,360 YES. 6299 03:44:57,360 --> 03:44:58,560 ABSOLUTELY, JORDAN. 6300 03:44:58,560 --> 03:44:59,880 AND I THINK EVERYONE HERE WOULD 6301 03:44:59,880 --> 03:45:02,520 PROBABLY AGREE WITH YOU. 6302 03:45:02,520 --> 03:45:06,400 THANK YOU FOR THAT. 6303 03:45:06,400 --> 03:45:09,160 AMY? 6304 03:45:09,160 --> 03:45:12,400 >> YES, I ECHO ALLISON AND 6305 03:45:12,400 --> 03:45:14,080 MATTHEW AND JORDAN HAVE SAID. 6306 03:45:14,080 --> 03:45:19,400 AND AS SOMEONE WHO PARTICIPATES 6307 03:45:19,400 --> 03:45:20,840 IN PARTICIPATORY-BASED RESEARCH, 6308 03:45:20,840 --> 03:45:24,000 I WILL SAY THAT IT IS ADDITIONAL 6309 03:45:24,000 --> 03:45:25,600 WORK AS A RESEARCHER. 6310 03:45:25,600 --> 03:45:27,000 SO I WILL SAY TO THE RESEARCHERS 6311 03:45:27,000 --> 03:45:30,080 IN THE GROUP THAT IF IT'S SCARY, 6312 03:45:30,080 --> 03:45:31,760 I UNDERSTAND. 6313 03:45:31,760 --> 03:45:33,280 AND SARAH IS IN THE ROOM AND I 6314 03:45:33,280 --> 03:45:34,880 KNOW SHE PARTICIPATES IN THIS 6315 03:45:34,880 --> 03:45:37,080 TYPE OF WORK TOO. 6316 03:45:37,080 --> 03:45:41,600 BUT JACKIE HINKLEY HAS PCORI 6317 03:45:41,600 --> 03:45:45,480 FUNDING AND ACTUALLY SUPPORTS 6318 03:45:45,480 --> 03:45:47,880 HUBS AROUND THE COUNTRY TO HELP 6319 03:45:47,880 --> 03:45:49,200 TRAIN RESEARCHERS. 6320 03:45:49,200 --> 03:45:52,400 THIS IS IN APHASIA. 6321 03:45:52,400 --> 03:45:54,800 AND IF YOU'RE INTERESTED IN 6322 03:45:54,800 --> 03:45:58,000 DOING PARTICIPATORY-TYPE WORK, 6323 03:45:58,000 --> 03:45:58,960 THEY WILL BRING ON RESEARCHERS 6324 03:45:58,960 --> 03:46:01,400 AND THEY'LL TRY TO MATCH YOU 6325 03:46:01,400 --> 03:46:02,480 WITH STAKEHOLDERS THAT ARE 6326 03:46:02,480 --> 03:46:03,960 INTERESTED IN THE TYPE OF WORK. 6327 03:46:03,960 --> 03:46:06,840 SO LIKE MATCHING RESEARCHERS 6328 03:46:06,840 --> 03:46:07,760 WITH STAKEHOLDERS INTERESTED IN 6329 03:46:07,760 --> 03:46:09,960 THE TYPE OF RESEARCH THAT YOU'RE 6330 03:46:09,960 --> 03:46:10,560 DOING. 6331 03:46:10,560 --> 03:46:13,120 AND THEY'LL DO TRAINING FOR THE 6332 03:46:13,120 --> 03:46:14,600 RESEARCHER AND THE STAKEHOLDER 6333 03:46:14,600 --> 03:46:16,320 SO ALL STAKEHOLDERS KNOW SYSTEM 6334 03:46:16,320 --> 03:46:17,600 AND THE RESEARCHERS ARE A TYPE 6335 03:46:17,600 --> 03:46:18,720 OF STAKEHOLDER. 6336 03:46:18,720 --> 03:46:20,680 SO THAT EVERYONE KNOWS WHAT THE 6337 03:46:20,680 --> 03:46:22,720 ROLES ARE SO THAT EVERYONE 6338 03:46:22,720 --> 03:46:23,880 UNDERSTANDS HERE IS WHAT THE 6339 03:46:23,880 --> 03:46:24,600 RESEARCHER DOES. 6340 03:46:24,600 --> 03:46:27,880 HERE IS WHAT THE OTHER 6341 03:46:27,880 --> 03:46:29,080 STAKEHOLDERS DO IN THE RESEARCH. 6342 03:46:29,080 --> 03:46:30,800 AND SO, JACKIE HINKLEY HAS IT 6343 03:46:30,800 --> 03:46:31,800 FIGURED OUT. 6344 03:46:31,800 --> 03:46:34,080 AND PCORI HAS INVESTED A LOT OF 6345 03:46:34,080 --> 03:46:37,320 MONEY IN HER TO HELP LAUNCH THIS 6346 03:46:37,320 --> 03:46:38,600 EFFORT IN APHASIA. 6347 03:46:38,600 --> 03:46:41,120 SO I ENCOURAGE YOU TO LOOK HER 6348 03:46:41,120 --> 03:46:41,320 UP. 6349 03:46:41,320 --> 03:46:44,000 SHE IS AT NOVA. 6350 03:46:44,000 --> 03:46:46,560 REACH OUT TO ME OR SARAH AND WE 6351 03:46:46,560 --> 03:46:47,800 CAN KECK CONNECT YOU WITH HER OR 6352 03:46:47,800 --> 03:46:50,200 LOOK TO A MENTOR WHO HAS DONE 6353 03:46:50,200 --> 03:46:51,560 THIS TYPE OF WORK. 6354 03:46:51,560 --> 03:46:52,520 YOU DON'T WANT TO JUST JUMP INTO 6355 03:46:52,520 --> 03:46:52,720 IT. 6356 03:46:52,720 --> 03:46:54,920 IT'S NOT A MATTER OF TAGGING ON 6357 03:46:54,920 --> 03:46:56,800 SOMEONE WHO HAS AUTISM. 6358 03:46:56,800 --> 03:46:58,000 IT'S MORE THAN JUST SOMEONE WHO 6359 03:46:58,000 --> 03:46:58,920 HAS AUTISM. 6360 03:46:58,920 --> 03:47:01,080 IN APHASIA IT CAN BE A STROKE 6361 03:47:01,080 --> 03:47:01,400 SURVIVOR. 6362 03:47:01,400 --> 03:47:02,320 IT CAN BE A NURSE. 6363 03:47:02,320 --> 03:47:04,600 IT CAN BE A PHYSICAL THERAPIST. 6364 03:47:04,600 --> 03:47:06,680 IT IS MUCH, MUCH MORE THAN JUST 6365 03:47:06,680 --> 03:47:08,160 TAGGING THEM ON TO YOUR 6366 03:47:08,160 --> 03:47:08,440 RESEARCH. 6367 03:47:08,440 --> 03:47:10,880 I THINK IT'S LEARNING ABOUT HOW 6368 03:47:10,880 --> 03:47:13,200 TO DO IT RIGHT SO THAT TO ANSWER 6369 03:47:13,200 --> 03:47:14,400 THE QUESTION THAT WAS ASKED. 6370 03:47:14,400 --> 03:47:17,120 SO THAT IT CAN BE MEANINGFUL. 6371 03:47:17,120 --> 03:47:20,320 IT'S LEARNING HOW TO DO 6372 03:47:20,320 --> 03:47:21,200 PARTICIPATORY-BASED RESEARCH. 6373 03:47:21,200 --> 03:47:23,520 YOU HAVE TO LEARN HOW TO DO IT. 6374 03:47:23,520 --> 03:47:24,600 IT'S A TRUE METHOD. 6375 03:47:24,600 --> 03:47:26,400 AND STOW I THINK IT TAKES SKILL 6376 03:47:26,400 --> 03:47:29,000 AND IT TAKES SOME LEARNING. 6377 03:47:29,000 --> 03:47:30,720 AND IT TAKES SOME TIME. 6378 03:47:30,720 --> 03:47:31,880 AND IT'S MOST DEFINITELY WORTH 6379 03:47:31,880 --> 03:47:33,440 IT IF YOU THINK ABOUT ALL THAT 6380 03:47:33,440 --> 03:47:35,320 WE HAVE JUST HEARD IN RESPONSE 6381 03:47:35,320 --> 03:47:35,960 TO THAT QUESTION. 6382 03:47:35,960 --> 03:47:39,320 >> I THINK THAT IS GREAT. 6383 03:47:39,320 --> 03:47:41,720 [ MULTIPLE SPEAKERS ] 6384 03:47:41,720 --> 03:47:43,280 >> I JUST WANT TO MENTION THAT 6385 03:47:43,280 --> 03:47:48,320 LAST WEEK'S IACC MEETING WE HAD 6386 03:47:48,320 --> 03:47:50,920 A VERY DETAILED PRESENTATION 6387 03:47:50,920 --> 03:47:55,160 FROM THE LEADERS OF PCORI, THE 6388 03:47:55,160 --> 03:47:56,080 PATIENT-CENTERED ORBIENTED 6389 03:47:56,080 --> 03:48:00,000 RESEARCH INSTITUTE, FOCUSING ON 6390 03:48:00,000 --> 03:48:02,920 AUTISM, PCORI AUTISM-BASED 6391 03:48:02,920 --> 03:48:03,200 RESEARCH. 6392 03:48:03,200 --> 03:48:07,680 WHEN THAT IACC MEETING WILL BE 6393 03:48:07,680 --> 03:48:09,440 AVAILABLE ON THE WEBSITE, I 6394 03:48:09,440 --> 03:48:12,720 DON'T KNOW WHEN, BUT FOR PEOPLE 6395 03:48:12,720 --> 03:48:14,320 WHO WANT TO BECOME INFORMED 6396 03:48:14,320 --> 03:48:16,520 ABOUT IT, I THINK THAT WILL BE 6397 03:48:16,520 --> 03:48:18,600 ANOTHER EXCELLENT RESOURCE. 6398 03:48:18,600 --> 03:48:20,080 >> IT'S LIFE CHANGING. 6399 03:48:20,080 --> 03:48:21,720 IT WAS CAREER CHANGING FOR ME TO 6400 03:48:21,720 --> 03:48:22,400 MAKE THAT SHIFT. 6401 03:48:22,400 --> 03:48:25,240 I WANTED TO JUST PUT THAT OUT 6402 03:48:25,240 --> 03:48:25,440 THERE. 6403 03:48:25,440 --> 03:48:26,960 >> CAN I READ FROM A COUPLE OF 6404 03:48:26,960 --> 03:48:30,120 OUR AAC USERS? 6405 03:48:30,120 --> 03:48:32,200 AND THEN WE'LL GO TO DAVID. 6406 03:48:32,200 --> 03:48:36,400 SO BOB WILLIAMS, AN AAC USER AND 6407 03:48:36,400 --> 03:48:37,880 FORMER DIRECTOR OF U.S. 6408 03:48:37,880 --> 03:48:40,840 INDEPENDENT LIVING ADMIN AT HHS 6409 03:48:40,840 --> 03:48:43,240 ASKED VIA TEXT, THE QUESTION OF 6410 03:48:43,240 --> 03:48:46,440 WHETHER THE PARTICIPATION IN 6411 03:48:46,440 --> 03:48:47,960 SHAPING RESEARCH BE ASKED IN ANY 6412 03:48:47,960 --> 03:48:48,960 OTHER CONTEXT? 6413 03:48:48,960 --> 03:48:53,920 SO SOMETHING TO THINK ABOUT. 6414 03:48:53,920 --> 03:48:55,480 AND THEN -- I DON'T KNOW THE 6415 03:48:55,480 --> 03:48:56,480 ANSWER TO THAT. 6416 03:48:56,480 --> 03:48:59,960 BUT I KNOW THAT WE BRING IN 6417 03:48:59,960 --> 03:49:01,960 PARTICIPATORY RESEARCH IN ALL OF 6418 03:49:01,960 --> 03:49:05,320 OUR RESEARCH WITH VARIOUS 6419 03:49:05,320 --> 03:49:07,360 POPULATIONS. 6420 03:49:07,360 --> 03:49:10,040 AND I THINK IT IS VERY VALID 6421 03:49:10,040 --> 03:49:13,160 HERE, MORE SO MAYBE. 6422 03:49:13,160 --> 03:49:17,360 AND THEN HARRY -- I DON'T KNOW 6423 03:49:17,360 --> 03:49:19,160 HOW TO PRONOUNCE THE LAST NAME, 6424 03:49:19,160 --> 03:49:20,880 AN AAC USER. 6425 03:49:20,880 --> 03:49:24,160 HIS MESSAGE IS, CURRENT RESEARCH 6426 03:49:24,160 --> 03:49:26,880 PRIMARILY UTILIZES TESTABLE 6427 03:49:26,880 --> 03:49:27,120 AUTISTICS. 6428 03:49:27,120 --> 03:49:28,280 BUT THESE SOLUTIONS MAY NOT 6429 03:49:28,280 --> 03:49:29,680 APPLY TO ALL. 6430 03:49:29,680 --> 03:49:31,560 SO WE NEED IMPROVED TECHNOLOGY 6431 03:49:31,560 --> 03:49:33,840 AND METHODOLOGIES SO THIS 6432 03:49:33,840 --> 03:49:35,560 POPULATION CAN BE PART OF 6433 03:49:35,560 --> 03:49:38,160 TESTABLE AUTISTICS AND CAN 6434 03:49:38,160 --> 03:49:38,880 PARTICIPATE IN RESEARCH. 6435 03:49:38,880 --> 03:49:41,280 SO WE CAN GET TO SOLUTIONS. 6436 03:49:41,280 --> 03:49:43,000 IN ADDITION, THERE NEEDS TO BE 6437 03:49:43,000 --> 03:49:45,000 RESEARCH IN HELPING THOUSANDS 6438 03:49:45,000 --> 03:49:46,680 GROWING INTO ADULTHOOD EVERY 6439 03:49:46,680 --> 03:49:46,840 DAY. 6440 03:49:46,840 --> 03:49:49,560 DON'T ASSUME THAT IT'S TOO LATE, 6441 03:49:49,560 --> 03:49:51,400 TOO OLD FOR COMMUNICATION. 6442 03:49:51,400 --> 03:49:53,160 MY SPEAKING SKILLS ARE IMPROVING 6443 03:49:53,160 --> 03:49:54,880 AS AN ADULT. 6444 03:49:54,880 --> 03:49:56,360 WHILE THERE WAS LITTLE MOVEMENT 6445 03:49:56,360 --> 03:49:57,880 DURING CHILDHOOD. 6446 03:49:57,880 --> 03:50:00,480 THAT'S SUCH AN IMPORTANT POINT. 6447 03:50:00,480 --> 03:50:02,000 IT'S CALLED DEVELOPMENTAL DELAY 6448 03:50:02,000 --> 03:50:03,960 FOR A REASON. 6449 03:50:03,960 --> 03:50:05,760 A THIRD POINT IS THAT RESEARCH 6450 03:50:05,760 --> 03:50:07,960 NEEDS TO BE TRANSLATABLE AND NOT 6451 03:50:07,960 --> 03:50:10,680 SET AS EXCITING THEORY IN 6452 03:50:10,680 --> 03:50:11,680 PUBLISHED RESEARCH. 6453 03:50:11,680 --> 03:50:13,800 SO THANK YOU FOR THOSE COMMENTS, 6454 03:50:13,800 --> 03:50:14,000 HARRY. 6455 03:50:14,000 --> 03:50:16,880 THOSE ARE REALLY IMPORTANT. 6456 03:50:16,880 --> 03:50:18,800 NOW DAVID. 6457 03:50:18,800 --> 03:50:19,280 >> THANK YOU. 6458 03:50:19,280 --> 03:50:21,680 I JUST WANTED TO SAY AS WE 6459 03:50:21,680 --> 03:50:22,960 TALKED ABOUT RECOGNIZING AND 6460 03:50:22,960 --> 03:50:25,000 RAISING THE VOICES OF PEOPLE WHO 6461 03:50:25,000 --> 03:50:27,400 USE AAC AND RESEARCH ACTIVITIES, 6462 03:50:27,400 --> 03:50:29,080 I JUST WANTED TO MAKE PEOPLE 6463 03:50:29,080 --> 03:50:30,800 AWARE OF THE WORK OF THE UNITED 6464 03:50:30,800 --> 03:50:32,960 STATES SOCIETY FOR AUGMENTIVE 6465 03:50:32,960 --> 03:50:33,720 AND ALTERNATIVE COMMUNICATION 6466 03:50:33,720 --> 03:50:36,480 WITH THEIR SPEAKER CONNECTION 6467 03:50:36,480 --> 03:50:36,960 PROGRAM. 6468 03:50:36,960 --> 03:50:39,480 SO THAT'S A PROGRAM THAT IS 6469 03:50:39,480 --> 03:50:40,880 DESIGNED TO SUPPORT THE 6470 03:50:40,880 --> 03:50:43,000 PARTICIPATION OF PEOPLE WHO USE 6471 03:50:43,000 --> 03:50:46,600 AAC, INCLUDING AUTISTIC 6472 03:50:46,600 --> 03:50:47,880 INDIVIDUALS IN PRESERVES 6473 03:50:47,880 --> 03:50:48,200 PREPARATION. 6474 03:50:48,200 --> 03:50:49,880 I THINK IT'S INCREDIBLY POWERFUL 6475 03:50:49,880 --> 03:50:51,680 AT BOTH THE UNDERGRADUATE AND 6476 03:50:51,680 --> 03:50:52,480 GRADUATE LEVEL. 6477 03:50:52,480 --> 03:50:54,800 AND WE ARE CURRENTLY INVOLVED IN 6478 03:50:54,800 --> 03:50:56,480 RESEARCH PROJECT AS PART OF THE 6479 03:50:56,480 --> 03:51:00,680 RIRC ON AAC, WORKING WITH THE 6480 03:51:00,680 --> 03:51:01,680 PARTICIPATORY RESEARCH PARADIGM 6481 03:51:01,680 --> 03:51:03,800 TO LOOK AT WHAT ARE THE SUPPORTS 6482 03:51:03,800 --> 03:51:08,000 AND BARRIERS TO PEOPLE WHO USE 6483 03:51:08,000 --> 03:51:10,640 AAC PARTICIPATING IN PRESERVES 6484 03:51:10,640 --> 03:51:10,920 TRAINING? 6485 03:51:10,920 --> 03:51:12,920 AND TO GET TO THE POINT OF THE 6486 03:51:12,920 --> 03:51:14,400 CHALLENGES OF THIS TYPE OF 6487 03:51:14,400 --> 03:51:16,640 PROJECT, IT'S REALLY OPENED MY 6488 03:51:16,640 --> 03:51:18,720 EYES TO SOME OF THE SYSTEMIC 6489 03:51:18,720 --> 03:51:20,000 BARRIERS THAT EXIST TO THE 6490 03:51:20,000 --> 03:51:22,120 PARTICIPATION OF PEOPLE WHO USE 6491 03:51:22,120 --> 03:51:24,680 AAC IN THESE TYPES OF RESEARCH 6492 03:51:24,680 --> 03:51:25,120 ACTIVITIES. 6493 03:51:25,120 --> 03:51:29,600 PROVIDING FUNDING MECHANISMS. 6494 03:51:29,600 --> 03:51:31,840 THESE INDIVIDUALS PASSING THE 6495 03:51:31,840 --> 03:51:33,480 BARRIERS OF EXIST WITHIN THE 6496 03:51:33,480 --> 03:51:34,720 UNIVERSITY SYSTEM IN ORDER TO BE 6497 03:51:34,720 --> 03:51:36,080 A PART OF RESEARCH TEAM. 6498 03:51:36,080 --> 03:51:38,800 SO AGAIN, I'D ENCOURAGE YOU TO 6499 03:51:38,800 --> 03:51:41,680 TAKE A LOOK AT THE PROGRAM 6500 03:51:41,680 --> 03:51:44,200 PROVIDED TO TRY TO INCREASE THE 6501 03:51:44,200 --> 03:51:47,000 PARTICIPATION THAT USE AAC TO 6502 03:51:47,000 --> 03:51:50,760 INCREASE THE PREPARATION 6503 03:51:50,760 --> 03:51:52,920 PROGRAMS. 6504 03:51:52,920 --> 03:51:54,600 >> GREAT. 6505 03:51:54,600 --> 03:51:54,800 ZACK? 6506 03:51:54,800 --> 03:51:56,600 >> I ALSO LIKE TO MENTION THERE 6507 03:51:56,600 --> 03:52:00,920 ARE OTHER USES OF PARTICIPATORY 6508 03:52:00,920 --> 03:52:03,080 RESEARCH BEYOND SIMPLY 6509 03:52:03,080 --> 03:52:05,520 INCORPORATING THE LIVED 6510 03:52:05,520 --> 03:52:07,040 EXPERIENCES INTO JUST THE 6511 03:52:07,040 --> 03:52:07,920 RESEARCH PROCESS. 6512 03:52:07,920 --> 03:52:10,000 BUT BEYOND THAT, THERE ARE SORT 6513 03:52:10,000 --> 03:52:13,400 OF FURTHER VALIDATIONS OF 6514 03:52:13,400 --> 03:52:14,120 METHODOLOGIES. 6515 03:52:14,120 --> 03:52:18,800 ONE THING THAT I THINK IS QUITE 6516 03:52:18,800 --> 03:52:23,240 OFTEN NOT QUITE THOUGHT OF AS A 6517 03:52:23,240 --> 03:52:24,760 PARTICIPATORY RESEARCH PROCESS 6518 03:52:24,760 --> 03:52:27,200 IN THE WAY THAT IT IS DONE, BUT 6519 03:52:27,200 --> 03:52:30,200 IT'S ESSENTIALLY THAT IS THE 6520 03:52:30,200 --> 03:52:34,440 KIND OF USABILITY TEST. 6521 03:52:34,440 --> 03:52:35,680 OR HAVING SAY AN AUTISTIC PERSON 6522 03:52:35,680 --> 03:52:39,840 OR A FAMILY MEMBER OR SOME OTHER 6523 03:52:39,840 --> 03:52:41,840 END USER OF A TECHNOLOGY, OF A 6524 03:52:41,840 --> 03:52:42,800 MEASUREMENT INSTRUMENT, OF 6525 03:52:42,800 --> 03:52:45,120 SOMETHING LIKE THAT, BE ON THE 6526 03:52:45,120 --> 03:52:48,800 RESEARCH TEAM AND BE A PART OF A 6527 03:52:48,800 --> 03:52:49,120 CODESIGN. 6528 03:52:49,120 --> 03:52:51,240 BUT THIS CAN TAKE A CONSULTATION 6529 03:52:51,240 --> 03:52:54,920 ROLE AND THAT'S THIS COULD BE A 6530 03:52:54,920 --> 03:52:56,200 MUCH MORE HIGH-LEVEL. 6531 03:52:56,200 --> 03:52:58,440 THIS PERSON IS A COREACHER. 6532 03:52:58,440 --> 03:52:59,600 AND THERE ARE ALL SORTS OF 6533 03:52:59,600 --> 03:53:02,320 LEVELS OF THAT. 6534 03:53:02,320 --> 03:53:03,320 EXBUT IT'S SOMETHING AS SIMPLE 6535 03:53:03,320 --> 03:53:05,520 AS DOING THE THINK ALLOWED 6536 03:53:05,520 --> 03:53:07,040 COGNITIVE INTERVIEW. 6537 03:53:07,040 --> 03:53:10,520 REALLY PART OF THE PARTICIPATORY 6538 03:53:10,520 --> 03:53:11,240 RESEARCH METHODOLOGY IN SOME 6539 03:53:11,240 --> 03:53:11,440 SENSE. 6540 03:53:11,440 --> 03:53:14,640 AND THIS IS REALLY IMPORTANT AND 6541 03:53:14,640 --> 03:53:15,520 OFTEN NOT DONE. 6542 03:53:15,520 --> 03:53:18,120 AND SO, DOING THESE SORTS OF 6543 03:53:18,120 --> 03:53:20,640 THINGS TO JUST GET AT, WHAT IS 6544 03:53:20,640 --> 03:53:22,120 THE EXPERIENCE OF INTERACTING 6545 03:53:22,120 --> 03:53:22,840 WITH THESE TOOLS? 6546 03:53:22,840 --> 03:53:25,960 AND AGAIN, FOR SUCH A TECHNOLOGY 6547 03:53:25,960 --> 03:53:27,360 HEAVY SUBFIELD OF AUTISM 6548 03:53:27,360 --> 03:53:28,400 RESEARCH, THIS IS EXTREMELY 6549 03:53:28,400 --> 03:53:30,240 IMPORTANT BECAUSE WE HAVE SO 6550 03:53:30,240 --> 03:53:32,160 MANY END USERS DEALING WITH SO 6551 03:53:32,160 --> 03:53:36,240 MANY DIFFERENT TYPES OF TACT IN 6552 03:53:36,240 --> 03:53:38,840 QUALITATIVE WAYS THAT ARE GOING 6553 03:53:38,840 --> 03:53:40,960 TO BE NOT I THINK THINGS WE AREO 6554 03:53:40,960 --> 03:53:41,520 BE ABLE TOL QUANTIFY. 6555 03:53:41,520 --> 03:53:43,040 AND SAY THIS IS WORKING BETTER 6556 03:53:43,040 --> 03:53:44,600 THAN THIS IN SUCH AND SUCH A 6557 03:53:44,600 --> 03:53:44,760 WAY. 6558 03:53:44,760 --> 03:53:46,440 WE NEED TO UNDERSTAND PEOPLE'S 6559 03:53:46,440 --> 03:53:49,040 FIRST PERSON EXPERIENCES. 6560 03:53:49,040 --> 03:53:51,160 AND HAVING THAT AND FROM 6561 03:53:51,160 --> 03:53:53,040 MULTIPLE PERSPECTIVES FROM THE 6562 03:53:53,040 --> 03:53:54,720 FAMILY MEMBER FROM THE 6563 03:53:54,720 --> 03:53:56,120 PERSPECTIVE OF THE CLINICIAN, 6564 03:53:56,120 --> 03:53:57,840 FROM THE ENGINEER PUTTING THIS 6565 03:53:57,840 --> 03:53:58,120 TOGETHER. 6566 03:53:58,120 --> 03:54:00,880 IS THIS FEASIBLE IN XY OR Z WAY? 6567 03:54:00,880 --> 03:54:02,360 AND HAVING ALL OF THOSE 6568 03:54:02,360 --> 03:54:04,200 DIFFERENT STAKEHOLDERS BE 6569 03:54:04,200 --> 03:54:05,760 PASSIONATE OF THE PARTICIPATORY 6570 03:54:05,760 --> 03:54:06,600 RESEARCH PROCESS. 6571 03:54:06,600 --> 03:54:08,440 I CAN'T IMAGINE A WORLD IN WHICH 6572 03:54:08,440 --> 03:54:10,800 THAT WOULDN'T BRING EXTRA VALUE 6573 03:54:10,800 --> 03:54:12,240 TO THE RESEARCH PROCESS. 6574 03:54:12,240 --> 03:54:13,640 >> I COULDN'T AGREE WITH YOU 6575 03:54:13,640 --> 03:54:14,160 MORE. 6576 03:54:14,160 --> 03:54:17,240 AND IN FACT, HIRING PEOPLE IN 6577 03:54:17,240 --> 03:54:18,640 YOUR LAB AS WE HAVE PEOPLE IN 6578 03:54:18,640 --> 03:54:21,080 THE LAB WITH AUTISM AND LEARN 6579 03:54:21,080 --> 03:54:22,880 EVERY SINGLE DAY FROM THEM. 6580 03:54:22,880 --> 03:54:24,880 SO I THINK IT IS REALLY 6581 03:54:24,880 --> 03:54:26,320 IMPORTANT TO NOT JUST BRING THEM 6582 03:54:26,320 --> 03:54:28,240 ON AS CONSULTANTS BUT BRING THEM 6583 03:54:28,240 --> 03:54:32,760 ON AS EMPLOYEES AND 6584 03:54:32,760 --> 03:54:33,240 COLLABORATORS. 6585 03:54:33,240 --> 03:54:42,080 SO GOOD POINT. 6586 03:54:42,080 --> 03:54:43,440 JUDITH? 6587 03:54:43,440 --> 03:54:45,160 >> WE ARE APPROACHING THE 5:00 6588 03:54:45,160 --> 03:54:46,040 HOUR FOR SOME OF US AND FOR 6589 03:54:46,040 --> 03:54:48,040 THOSE OF YOU WHO ARE IN NEW 6590 03:54:48,040 --> 03:54:49,640 ZEALAND OR ENGLAND OR OTHER 6591 03:54:49,640 --> 03:54:51,760 PLACES, I THINK IT'S WAY PAST 6592 03:54:51,760 --> 03:54:52,040 BEDTIME. 6593 03:54:52,040 --> 03:54:55,760 I HAVE TO SAY, THIS HAS BEEN AN 6594 03:54:55,760 --> 03:54:58,880 ABSOLUTELY SUPERB AFTERNOON. 6595 03:54:58,880 --> 03:55:01,280 IT WAS ALL AND MORE THAN WE HAD 6596 03:55:01,280 --> 03:55:02,560 HOPED FOR. 6597 03:55:02,560 --> 03:55:04,760 SO, MANY THANKS TO ALL OF YOU. 6598 03:55:04,760 --> 03:55:08,560 I EXPECT TO YOU COME BACK 6599 03:55:08,560 --> 03:55:09,280 TOMORROW AFTERNOON. 6600 03:55:09,280 --> 03:55:15,400 I THINK THE WEBCAST LINK IS ON 6601 03:55:15,400 --> 03:55:16,440 THE INFORMATION THAT YOU HAVE 6602 03:55:16,440 --> 03:55:20,080 AND IT'S THE SAME ZOOM LINK THAT 6603 03:55:20,080 --> 03:55:21,440 YOU USED TODAY FOR THOSE WHO ARE 6604 03:55:21,440 --> 03:55:23,480 ON THE ZOOM. 6605 03:55:23,480 --> 03:55:25,600 SO, PLEASE DO COME BACK. 6606 03:55:25,600 --> 03:55:28,200 WE HAVE MUCH MORE TO COVER THAT 6607 03:55:28,200 --> 03:55:29,880 WE HINTED AT TODAY AND WE HEARD 6608 03:55:29,880 --> 03:55:33,400 A LITTLE BIT ABOUT TODAY. 6609 03:55:33,400 --> 03:55:35,520 BUT I'M REALLY LOOKING FORWARD 6610 03:55:35,520 --> 03:55:36,240 TO TOMORROW. 6611 03:55:36,240 --> 03:55:38,240 >> I HAD A LOGISTICS QUESTION. 6612 03:55:38,240 --> 03:55:41,080 SO SORRY TO BOTHER YOU. 6613 03:55:41,080 --> 03:55:43,320 DO WE SWITCH THE ORDER? 6614 03:55:43,320 --> 03:55:44,040 >> NO WE DID NOT. 6615 03:55:44,040 --> 03:55:45,280 >> THANK YOU VERY MUCH. 6616 03:55:45,280 --> 03:55:46,680 >> IF YOU LOOK ON THE -- 6617 03:55:46,680 --> 03:55:47,880 >> I'LL BE HERE THE WHOLE TIME 6618 03:55:47,880 --> 03:55:49,880 BUT I WANTED TO MAKE SURE. 6619 03:55:49,880 --> 03:55:51,480 >> AND IF YOU HAVE ANY 6620 03:55:51,480 --> 03:55:53,400 QUESTIONS, LOOK ON THE WEBSITE 6621 03:55:53,400 --> 03:55:55,400 OR LOOK ON THE NIH VIDEOCAST 6622 03:55:55,400 --> 03:55:55,680 WEBSITE. 6623 03:55:55,680 --> 03:56:00,800 IT HAS THE LINK TO THE VERY MOST 6624 03:56:00,800 --> 03:56:01,280 CURRENT AGENDA. 6625 03:56:01,280 --> 03:56:02,840 >> AND IT WILL BE ARCHIVED. 6626 03:56:02,840 --> 03:56:04,280 SOMEBODY WANTED US TO SAY THAT 6627 03:56:04,280 --> 03:56:06,320 THE VIDEOCAST WILL BE ARCHIVED 6628 03:56:06,320 --> 03:56:08,600 SO YOU CAN WATCH IT LATER TOO. 6629 03:56:08,600 --> 03:56:10,680 >> YES. 6630 03:56:10,680 --> 03:56:12,480 ABSOLUTELY. 6631 03:56:12,480 --> 03:56:14,160 THEY SAID MAYBE WITHIN A WEEK OR 6632 03:56:14,160 --> 03:56:16,000 TWO, DEPENDS ON WHAT KIND OF 6633 03:56:16,000 --> 03:56:19,200 EDITING THEY MIGHT HAVE TO DO. 6634 03:56:19,200 --> 03:56:20,720 THE ARCHIVE WILL BE AVAILABLE. 6635 03:56:20,720 --> 03:56:22,600 WITH THAT, THANK YOU ALL AND WE 6636 03:56:22,600 --> 03:56:26,040 WILL SEE YOU TOMORROW AFTERNOON 6637 03:56:26,040 --> 03:56:27,000 1:00 EASTERN TIME. 6638 03:56:27,000 --> 03:56:38,080 >> THANK YOU, BYE-BYE.