Wednesday Live: Does My Child Have Autism and What Does It Mean For Me?

Sexual education for no reason. That they. And the thing. And when I was talking about how. Yep. So YouTube should be back on. So when I talk about how, you know, if you don't have COVID 19 and then you go inside a room full of people who has COVID 19, then what's that going to do to you? Is that it makes you sick. Right. And I'm not saying that if the thing is, I'm not saying that. That's the truth right now. Okay. What I'm saying is if your child doesn't really warrant a certain degree of therapy and you put them in that situation, which I've seen a few times, okay, it doesn't give them the best environment for language development or social development because the bar is set so low for them. All right? So you also have to think about in that way. All right? So it's a double edged sword. You got to know your child very well to make a decision for them because they're not smart enough or mature enough to make these decisions yet. Okay. So that's something you have to be careful about. All right, so what should you do for a diagnosis in autism? Well, go to find a clinical psychologist who is experienced in asd. Okay. Have them write a report about the situation and what they think about it. And usually what happens is that they need to go through a barrage of tests, like a lot of tests, just to get to the meat of it and make a diagnosis. So where I used to work, the whole diagnosis was around like two hours. And if you ask me, hey, how my, how is my child going to get through that? Don't worry because, you know, the psychologist will have his or her ways. Right? Yeah. So Nabil, I'm sorry if I'm getting it wrong. She says my daughter is also not screened for autism. She's just diagnosed. Right. So how long was the diagnosis? Right. So if it was only for 10 minutes, 10 minutes or 15 minutes to make a diagnosis, that's not a diagnosis, my friend. If you're not in America or UK per se, if they don't have like rapid screening tests or rapid diagnosis tests, then you know, it's not good for it. It's not good for you or the child because you're not getting the full picture. And you might ask me, hey, it's gonna, it's gonna be very expensive. Well, the thing is, it might be. It really, I'm gonna just tell you straight on that it will be kind of expensive to get a full on assessment. All right? And the reason why is because in most countries it should be free, right? Like in Hong Kong, it's free. In Singapore, it's free and the USA is free. In the UK it's free. But if you're in Singapore or anywhere else, yeah, in India it should be free, and Indonesia is also free. But the thing is, how reliable is it and how it's also a risk factor, right? If. If you let them diagnose, they might clump your child with a certain type of children, and then they just get labeled and stay there forever. You know what I'm saying? So it's better if you actually go somewhere else and get a second opinion. It's easier. All right. Too bad. I'm not a clinical psychologist. I can't do much about autism, as in the diagnosis, but I can treat them. But, yeah, so go get one. And you might ask me how much. I don't know, to be honest. I only know the. The prices. How the prices are in Hong Kong, because I'm. I was from there. So how much it is, is basically, dude, it can range like very crazily. So the cheapest can be like 1000 USD. You might start from there. So that's actually very expensive. How much is that in rupiah? That's like 14 million or something. 15 million IDR for just for diagnosis. That's the cheaper end. So as we go up, it gets even more crazy. Okay, so, yeah, if you want to give your country, your system some hard evidence about, like, okay, my child isn't this level of autism. So this is what I want to talk about more about the severity. Okay? So as you know, it's a spectrum, meaning if people are different. Right. Nowadays, everyone loves inclusion or like politically correct. Right. You must fit on a certain spectrum. No matter politically, sexually, whatever, lgbt, ness, whatever. So even autism is going that way. So it's saying like, all right, so this kind of autistic child, oh, they're on the spectrum. Everyone's a family or something, whatever. I'm not here to be politically correct. I'm here to tell you, as a matter of fact. So there are different severities of autism, right? And the severity of which, to me, in my case, I would tell you that I would not know until they're three years old. All right? I would not know. I would need some time to see because apparently a research set before. I hate quoting research that I cannot remember. So anyways, so at three, autism, suppose, yeah, the brain changes a little bit, the neural structure changes or something. I'll have to find Evidence on this. So take this with a grain of salt. Do not quote me on this yet, all right? Just listen. And as like, just like listening at a restaurant with a bunch of other moms, okay? Just take it with a grain of salt. So after three, the big changes happen. All right? The big changes. And I've seen it firsthand. I've seen it firsthand. I've seen it. I've seen it that, you know, children were speaking at two and then suddenly, like, really into, like, spinning stuff, you know? So after three, I think for me, right, for me, again, as a therapist, I can tell you that how severe it is by experience. And so, okay, it's like this kind or whatever. And there are three severities that we use in, like, reports, of course, you know by now, right? So there's mild, there's moderate, there's severe. Oh, there's a fourth one that's called profound, which is, like, really bad. Okay, so. So mild, moderate, severe and profound. You need to be accustomed to these words. All right? So a mild case might be that socially they're still pretty okay, but they have some rigidities, right? They have some things that they cannot take. Some mild cases. And people say that, oh, yeah, Jay Chow is also, like, autistic. Like Einstein was also, like, autistic and. And speech delay. But you never know, man. Like, DSM was made up. Made up at most, like 20 or 30 years ago. But how long have they. Like, those people couldn't even be diagnosis. So we don't need to talk about that. Yeah. So Nabil says. Nabil says my daughter is diagnosed with mild autism. And mild autism is where the whole chunk of autistic children, they're diagnosed there because mild to moderate is the most. You know how Chinese people and Asian people are. Right? You know, we take the middle ground and we think that's okay. So, like, mild and moderate is the most I've seen. Right. So mild to moderate is. Our children in general that I see after seeing the diagnosis are children who can speak, who can, like, function, but it's their. Their language languishly delayed. And they're also, like, socially disordered, meaning they cannot really function well within. Within a social setting or a school setting. Right. So mild to moderate. So anything after that, severe. You're talking about special school at the very least. Okay. And that's because they have problems with actually getting on with their everyday activities. Like, they don't know how to toilet train. They've been like, potty training forever. They cannot really write well. They Cannot, like, they cannot really walk because maybe they've been tiptoeing for very long and their bone structure has changed. I've actually heard of that before as well. Things are very crazy when you get the severe and profound. And profound autism are like children who need to be on wheelchairs, you know, like, and children who really need you to like spoon feed them or something. So hopefully everyone that's listening to this right now or not on that end, because I can't say for everyone, it's just that I'm sharing my experience about seeing different types of autism. All right, so I'm telling you, like, the severity is like that. So if you're on the mild to moderate, don't be so like, even on severe, don't be too put down because I've seen firsthand as well that severe cases become functional. All right? They do know how to talk, they do know how to work, they do know how to do certain things in their life and they can communicate very well. Okay. I've seen a lot of mild to moderate that, that are functional and be able to play and, you know, get into like a normal life and everything like that. So don't worry because they're going to slowly increase their ability in the future. Right, so. So now that you know that there's a severity, it's a spectrum, what kind of behaviors they go through. Now I want to talk about what it means for you. Okay, so what does it mean to you? It's a label. The only thing that it makes sense for you is that, oh, label just means that, oh, it's one of those people, you know what I'm saying? So it's for professionals or teachers or whatever to see and oh, it's one of those people. One of, of those children or one of those again. Right. That's why there's a label. Right. That's why people generalize people towards one group so that we have methods of dealing with them that we've already like, thought out about. All right? So, yeah. Oh, sorry, I didn't see your, your, your comments, Bonnie. So she said, I sent the 10 minutes test to my friend in Australia. He said that the test is only screening. The next steps is not final diagnosis. So I was disappointed with the system here. I went to see the most well known specialist ASC in the city. Thank you, Ming, for clarifying. Yeah, by the way, it's called Denver test. Less than 10 minutes. Oh, wow. Okay. Indonesian. 200 to 250k per hour. That's pretty cheap. Yeah, I'VE heard of the Denver test, but I'm. The Denver test isn't the screening test I was talking about for maybe I'll find it later. It's not that it really isn't the test I was talking about for the rapid diagnosis thing. Still funny. It doesn't matter. It doesn't matter. So I'm going to talk about what it means to you. Right. Yeah, of course she's going to improve, Nabil. Don't worry about it. So what you can do about it is the label means nothing to you. If you need to go into a school, then you better off not get the label. Right. If you need to get into a normal school, better off not get the label. The label is something to make you feel like, um. It's always like, how to say. How to say this in a good way. So parents come to me and always. They're always asking for. They're always asking for some sort of, like, reassurance about, like, the diagnosis or what do I think? Do I think have my child has autism? And. And then my first reaction is like, why? Like, what do you think? Why do you want me to tell you if there is or not? If I tell you there is, which I'm not supposed to, then how are you going to feel about it? Right. If I tell you, no, there isn't. Then so what? How does it matter? Does it change the fact that your child's. Like your child's ability is at this point right now? So to me, a diagnosis, as much as it's professional courtesy to let you know, and also for me, if I'm doing an assessment on language and speech, I give you a diagnosis. Yes. I have to know. I should know all the little details about it. And when I write a report, I want to be very help about it. Yeah. So Vonnie says, you are the second person I met encouraging people not to get stuck with the label. Thank you. It does help parents like me to step forward. Yes. So that's what. Exactly what I mean, don't get stuck inside the label because it doesn't help the situation. All right, so let the labels be the labels that the professionals see. Because when I see it, when or another person sees it, we don't really give too much. We're like, okay, so like, oh, all right. It's actually autism spectrum disorder. Cool. But I'm going to have to look myself and see what kind of abilities that your child has. It's just a thing that I see first. Right. If you're a professional guy in accounting or something. I don't know. Like, you see that the label of something, oh, this is, like, not profitable. But you want to get into, like, the nitty gritty of the whole balance sheet just to know what's happening, what's strong, what's weak and same. It is for us. It doesn't matter if right now the child is like, it says that it's autism. The next step should be to see what we can do to improve certain things. Okay, so what can your child not do right now? Right. What can your child not do? What can your child do? And a lot of parents get stuck in the thing that is the weakness. All right? And we want to change that because we see, oh, no, that's a weak point. And I cannot. And I cannot get through life. I mean, he cannot get through life or she cannot get through life if he. She doesn't know how to look at me. Right. That's one of the biggest weaknesses that parents like to get stuck on. Right. Is that, oh, they cannot look at me. So I'm going to focus on getting them to look at me. And you know, us Asians, we're like, look, calling the name 100 times. They're looking, they're looking, looking. By now, if you've been watching my videos, you know, I don't like that. You know, just because they cannot look at you doesn't mean anything in the. In the future. Okay. I can tell you for sure that I. I speak in shorter sentences. I get mad, and, like, I get pretty impatient with my mom and dad the most, you know, and that's just unfair to my parents as well. Yeah. So, you know, you are being a parent, so that will happen to you anyways, you know, I'm saying so. Yeah, exactly. Don't need to be. Don't need to be carried away by the label. Is to appreciate the strong stuff as well as well as the weakness. And what we want to do is to use the strong suits to help them with their weaknesses. All right, so what are the strong suits? Like, what are the strengths of my child anyway? So you have to think in a way that will help you go forward in terms of therapy and home teaching and just in general, if you're finding a therapist. So the strong things are. And it might be smaller than you think. All right, Is that your child can work for a goal. Okay. In Vonnie's case that, you know, we're working together, is that her child wants stuff from her. Like, she wants food, she wants toys, she wants the iPad. She wants whatever the tablet, those things are actually strengths she can work towards and to be motivated towards a goal. Right, so can your child do that? Can your child do that? Yes. All right, so then use that to teach something else. Okay. Can your child sustain and like, does he like songs? Does he like to stim, self stimulate with songs? If yes. Good. Then we will use songs to teach them. Right. As simple as that. So that's how I would go about it. All right, so don't get carried away by the label. There's 100,000 labels out there that are, sometimes are used, sometimes are not used. And as a, as a therapist, I'm telling you, There are also 10,000 million tests out there that nobody uses. Like usually in a country, one, two or three tests that are popular, people are just going to use it because people know how to read it. There are a lot more tests that go towards this way. The next one I want to talk about is. Okay, so, yeah, I get you. We got to use the strength to teach the stuff that they're weak at. What should we teach? What should we teach? The things that we would teach for autism cases or any case in general, should, shouldn't be the content, per se. All right, the content meaning the words, the sounds, the whatever. It is important, but it needs to have a context. So what's a context is basically, basically the language function. The function of like using the language that we use. Right. What is the function that you're shooting for for Vonnie when we're talking? If you've been following me, I like to do the open palm, just like a lot of speech therapists do. And why we do it is because we're teaching a function. The function is requesting and waiting and appropriate time that you actually, the appropriate time and the pause that we use in a social interaction. We don't snatch something. That's what we're teaching. We're teaching the function. The function of requesting and waiting. Right? So, yeah, you're very welcome, Nabil. So, yeah, it's good that you've cleared your doubts about autism because it's a very scary label and you shouldn't go through and stay up because of like three words. Right? You shouldn't stay up at night and think that's your fault. That's just crazy. So Vonnie says, yeah, my true, true. My friend who happens to be a Montessori based teacher said the same like you. Why forced to look? She said, do you want to be forced to look at someone for a long time when you are Busy with something else. Her logic realized me. It is true. Yeah. Especially if you think about it. We're much taller than the kid, right? So imagine like looking at someone like that for like extended period of time. It hurts the neck. And you know children, their necks aren't particularly strong. That's not the best thing to do, right? Yeah. So what kind of functions can you do? So the lack of function is actually the hallmark of social disorders, right? The hallmark of not being able to understand the social situation. So if you're only teaching the content of language, you're not helping your child. If your child is already on the spectrum, Right. So how are you going to go about it? So you need to think about can your child, by the way, your child already has those functions. You just need to think about it. First of all, requesting, asking for something, does it ever happen? Yes. Your child does it by screaming. Your child does it by pulling your hand. Your child does it by just grabbing stuff from you. Right. Protesting. Does your child do protesting? Most probably yes. Your child does it by sitting down and ignoring you, looking away, screaming, shouting, hitting you, Sometimes biting, pinching, that kind of stuff might happen as well. God forbid. What the next one is denying, I think denial negating, right? Denial. Can they say no? Obviously, yes, they can say no. Like they like turn their head away or slap your hand away or turn or I don't know, you know how your child says no? It might be like crying or whatever. All right, and the next one is, can they ask for more information from you? The fourth one, this one is hard because they need to start talking first before they can. All right, and the fifth one is like seeking for help. Of course your child can seek for help because they're holding your hand to like use you as a tool, as a Swiss knife of everything to get you to a point where they can just help you with like opening a door, opening a snack, you know, opening a fridge, cook something, heat up something, whatever. Right? So they already have these language functions, but they don't know how to make it appropriate. And that's why people diagnose people, children with autism, because they're using something inappropriate, they're using a form of language that is inappropriate to express something that everyone has. All right, so how do we do it? All right, so first of all, you have to remember all the pre linguistic skills, all right? If you're new to this and you're new to this, like researching online and watching videos about it, and I know that a lot of people have been like watching My stuff. I'm very thankful for that. It means that you're a great parent. You're going towards, like, learning more about exactly what to do at home. And that's excellent. So if you're new to this, that's cool. There's something called pragmatic. You might have used pragmatic. Pragmatic. I don't know the noun for it. Pragmatic. Anyways, you might have used pragmatic as a way to, like, talk about lobbying, right? Being pragmatic and like, social situations and political situations. But pragmatic really means is knowing the language function and how to do it in a socially acceptable way. Okay? So if your child has problems with that, then you need to think about what's the pragmatic function? What's the pragmatic way of doing something? All right, that's why we're doing the open palm first. And that's the number one thing we have to do is the open palm, right? So why do we want to do the open palm? Especially if your child is. Even if. Even if your child is verbal and says some words, but just to entertain him or himself, which is a verbal stim. Using words to stim. Self stimulate. What we want to do is to get them on the imitation level first. Can they imitate you? That's what's happening in a lot of ABA centers, if you know about aba. And it's also my first ever job, by the way. ABA is the way in the beginning, it's always about copying, copying, copying, copying. One of my clients says, oh, yeah, she's been through so much aba. She's like a Xerox machine now. She's like a copy machine. She copies everything to the dot. Obviously, we don't want that to happen, right? But the thing is, we need to get them on the imitation level first. So why we want to do the open palm, which seems like it's stupid or anything, is because it puts them on a receiving end. On a receiving end. Has your child been on a receiving end yet? Do they know that it's socially appropriate? The pragmatic is that they have to, like, stand in front of you, wait for you to give them something instead of proactively trying to snatch it. All right? That is what we're teaching. When they have the anticipation for the food to come to their hand like that, then you can use the anticipation to teach more stuff. All right? If right now your child is just like that, like that, just grabbing stuff at you without the anticipation, then it's very hard to actually teach something because you're always trying to be faster than your child. All right, if you're constantly trying to be faster than your child, then there's a problem here because you cannot teach anything if you're constantly trying to be faster. Yes, Nabil. ABA for uninitiated. It means applied behavior analysis, which is a long name for, like, just teaching with behavioral rules. Okay, so. Yes. So you have to think about what's the function, what's the meaning, and why your child needs to do a certain behavior or use language in a certain way. So think about it. If they are asking for something through the wrong means, through the wrong way. For instance, if they want you to do something and they're screaming and shouting, should you let them? Should you let them? The answer is no, because children on the spectrum are very rigid. And I'm sure if you're watching this because your child is on the spectrum, you would know they're very stubborn. They don't want to change. So therefore, their rules are very one to one, meaning one instance is a straight line. There's no a few lines to other things that they might think about. Okay? So it's very straight line. If I want this, I will scream. I will get it right. That's what they're thinking in their heads. Therefore, you have to break the chain. But the chain itself is very hard to break. So this chain is socially unacceptable. Sorry. So screaming and shouting, get cookies. Is that the right way? No, you have to teach. So how do you do it? By ignoring. Yes, number one, Ignoring the form that they're using, and then teach them a different way, which is the open palm, which is the easiest way to teach for now I know of. And maybe I would change in the future because I haven't always stuck to that open palm thing in the beginning. All right, and the thing is, the stuff that I teach you, I preach myself, I do it myself. Okay? But the thing is, I also tell you what to do because I've been teaching parents what to do over the Internet and offline, like in my clinic. And I feel like there are things that you guys have to master. You have to master alongside with, like, your child having to master stuff like you two, you both have to master some stuff together. And the easiest way for me to teach you for now is to do the open palm. It's structured. It's easy to understand. It puts you both. It puts you as the parent and the therapist seat and also the child as a student at home, which is very hard to do, by the way. Alrighty, so once you understand, you see your child now, the behavior, you think of the function, you think of the pragmatic function of why are they doing this? All right, Every time there's a bad behavior, every time that your child is communicating with you either with, like, screaming, shouting, crying, hitting, pinching, whatever, you have to think about the function. And then when you think about the function, you will think, is this appropriate? No. Okay, so I should not let them have it, ignore them, and then think about a replacement behavior. And this is, my friends, this is exactly the principle of therapy, right? No matter what kind of therapy it is, there's a reason why we go to therapy. Even if you have, like, alcohol issues, you have smoking issues, that's not the appropriate way to deal with certain issues. All right, so for instance, if your child cannot sit down on the chair, it's escapism, right? It's escaping from a situation. They want to avoid something. Is it the right way that they kick the mom when they want to get off the chair? No, they should ask nicely. That's the replacement behavior. Is it appropriate that I want to get away from my realities, therefore I get drunk? No. So I shouldn't do it. But if there's nothing to go to, then it becomes frustration. So there always needs to be a replacement. So, for instance, for alcoholism, a replacement might be social interaction with other people, talking to people about your frustrations, right? Talking to other moms about what's going on in life for the child if they want to get out of the chair so that therapy ends, a better way is for them to finish the job at hand right now and then they can go so that they know to leave the certain situation they have to finish the job. It's a slippery slope to teach your child to ask nicely because every time they're just going to ask nicely, right? So the best way to get rid of escapism is for to give them something really easy and for them to finish the job. And when they finish, they can leave. All right, so hopefully you guys understand and at any time, if you have any questions, please put them in the comments. I'm reading them religiously. I'm trying to get it into a habit as well. And hopefully you guys understand where I'm coming from for autism and what I think about it. I guess I'm looking at my notes, so the last thing I want to talk about is what you should do for stimming. All right, so stimming is also a function. It's also A function. But what children lack in terms of stimming is that they don't care if you're watching or not, if it's inappropriate. All right? So for us, we do care, okay? If we're singing and we think that there's no one on the street that's listening, we will sing away. But if we see someone, we'll just, like, our stuff dies down and we don't talk anymore, and we pretend like it's normal, right? So the biggest difference is that whether they know if it's totally appropriate or not. So what you have to do and stemming is a function, by the way. It's different from requesting. It's different from, like, saying no or whatever. It's actually its own function. So it's a sensory need. It's a need to, like, whatever. If you watched the movie the Accountant, which has, like, who's that? Ben Affleck inside, there's like, a autistic sniper, James Bond kind of dude who's also accountant, who's very good numbers, apparently. And then there's a scene where there's, like, he's stimming very, like, vigorously, which is a little bit, like, overboard, I guess. But the thing is, the good thing to take about the. The good thing to take away from that movie that counted is that he has a room to stimulate himself at his own time. All right? That means he's learned long enough to actually know, oh, there's a room to stim. Great, I'll do that. Instead of stimming in public, obviously, you can still see he still has a little stim in the movie, which is kind of cool, by the way. It goes like that, which I've actually seen, by the way, blowing on fingers. It's actually quite a cool stimulus, in my opinion, to look at anyways. So, yeah, you have to think about, are you able to mitigate the stimming and change the behavior into something else? Okay. And really, to be honest, other than stimming, there is a last one, a last function that I've just thought about. Right. And this one I'm actually still tackling a lot of times is frustration release. Right. Frustration release. I see that Zavana is watching this. Her child is something that has been on my mind for some time simply because frustration release hasn't been a major factor in my own clinic, because I don't let my child, my. The children and my clinic fail that much, you know? And if you don't let your child fail, it's much easier to actually control your child. Because not control, but, you know, lead them to a better way simply because if you don't let them to fail, you allow them to. To understand that I'm helping, I'm helping, Mom's helping, everyone's helping them to become a better version of themselves. Okay, so frustration release are things like head banging, biting, right, kicking, punching. All these things we do as well. But we release our frustration in different ways. And the best way to release our frustration as replacement behavior is to talk about it. Think about if you're with your friends and you just talk about it and sometimes you cry and you're like, oh, yeah, life's so hard and all that kind of stuff. But some kids, some people, or even some adults, they cannot do that. They'd rather beat up something. So the thing is about frustration release. We need to find a replacement behavior. We cannot get rid of it because if we don't let your child release the frustration, it's going to get even harder in the long run. So I've actually had a few clients that in the beginning there were a lot of head banging on the chair and floor, but it has gone away. And the reason is because language has developed, number one, and we stopped it early, number two. And number three is, number three is we don't want them to fail. But because when I talk about this, if your child has been through a long history of like, self injurious behavior, especially the. Especially the function is to release frustration, it's going to take a long time to actually break it. Think about your granddad who has been smoking since he was like 17. Is he gonna quit smoking? No. I remember my granddad died of. I'm not actually sure how he died. Never. Everybody talked about it in my family. But the thing is, he was like smoking cigarettes left and right. And I remembered that his sickness was to do with his lungs or something. As far as I can remember. If my parents are watching this, they can correct me on that. But anyways, I don't think he ever stopped smoking. And same with Sigmund Freud, the person who coined oral fixation in psychology. He died of. What's that called? He died of. I forgot the name for the cancer. But basically it's throat cancer. Oh, Nasopharyngeal cancer. So basically it's the back here, the throat, just before the throat. He died of that. Right. Because he was smoking cigars every day. And he kept on doing it even if there was a cancer. So you see how hard it is to actually get rid of a certain, like Behavior that is addictive. All right, so we're in the long run for it. If your child has already been doing this kind of stuff for a long time. Okay. Even for people who are not on the spectrum, just imagine that someone like Sigmund Freud, a psychologist, really famous, if you haven't heard of him, that's fine. He's not that famous in other places. But anyways, he is so. He's so good at like, like understanding the mind, yet he cannot control himself to stop the injurious behavior of smoking a cigar during cancer. And ultimately he died. And by the way, his. He started off as a doctor before he became a psychologist, which is absurd. So it defies logic. What I mean is it takes a lot of time and a lot of effort and a lot of sustained focus to change that behavior into something. All right, so with that said, I'm ending the video here. I'm ending the Live here. If you have any questions, please keep it coming. Keep it coming to me. You can just like put it in the comments here or you can just email me@mingtsofspeech.com recently I've been getting some questions. Questions about the Live. The Live is every Monday, Wednesday and Friday, 9am Jakarta time. If you're in Asia, it's pretty cool. If you're in the US that's at night for you. That's like 10pm EST. If you're in the UK or Europe, tough luck. But I. I realize that most people that watch me are in Asia anyways, so that's cool for us. Anyways, so. And another question I've been asking because I actually sent out email about like potty training and haircuts. So these two things are actually inside our course, which is if you haven't joined us, it's actually agents of speech.com course and it's somewhere that it's a bonus material about that we just updated the material to give you a better training about it because now is the best time to actually do potty training because no one goes out. And now is also a good time to train haircuts because you can't go out for haircuts, apparently. So these two things are very important. And people are asking me, hey, how come? How do I sign up? Or whatever. Because I did send it to everyone by accident. So I didn't mean to send it to everyone. Okay. I just wanted to tell the people who are already in the course that I've already got this stuff inside. Yeah. And I want you to check it out as a bonus to my course. All right. And, yeah, just let me know if you need any more help about it, about haircuts and whatever. I think it's pretty comprehensive. That's why I've made it, because I can't just talk about it every time. And it works, man. I mean, I've done it a few times already in Indonesia. Before that, I used to do the potty training nearly every day at aba. And for the hair cutting, it's basically what we call desensitization. We can use on a whole load of stuff that your child doesn't like to touch. All right, so that's it for now. If you have any questions, you know how to find me. All right. Mainstance of speech.com and also, if you haven't, go to agentsofspeech.com checklist to download a bunch of tools and toys that I recommend my clients. And also you'll be subscribed to our emailing list, which is pretty awesome. I'll tell you whenever I have a video coming out, and I'll answer questions and also to tell you guys anything that I'm working on on my mind and what works, what doesn't work within the clinic, which is closed right now, by the way, but whatever. I still have a bunch of online clients that I'm working with, which I'm grateful for, and thank you so much for tuning in, and I'll see you guys on Friday. Remember, that's 9:00am all right. You can notify yourself or put a note or something. I haven't gone to a technical level where I can, like, set up a camera here and then cast on both YouTube and Facebook on the same camera and notify you guys and schedule it and stuff. It's just technically, it's kind of hard, man. But anyways, thanks so much, and I'll talk to you on Friday. Bye.