Why Your Child Is Only Speaking 1 Word

Hi. So as I'm going live, I just want to invite everyone who is watching this to, to introduce themselves just to let me know where you're watching from. You know the drill. If you're here already, just let me know where you're watching. And. Yeah. So let's begin as we're waiting for more people to come online. Right? The thing is this. Today I want to talk about why your child is still speaking with one word at a time, right? Why is it that despite no matter how you push the kid to say something, it seems like it's always one word, right? So, So it's all. This is all about word combining and I'm just sharing this video to other, like, places and stuff. So if you are here and you want, you know, like, this is something that is interesting to you, please share this live right now to, I don't know, to other groups and stuff. But at the same time, let's talk about why children say one word at a time. And this is. I just wrote an email this morning and I just wanted to make this live video. Also that, to tell you a few things. Number one is like, about the word combining thing and also about the. Our new free community that has all the courses that we ever sold. All right, so before we go real quick, just a real quick plug, go to the link in the, in the description below. And it's Asian. It's school.com is the thing that we're using school.com agents of speech. And there's hyphens and stuff. So it's better that if you click onto the, the link in the description box, okay, go there, sign up for account and you will get a community with a bunch of parents inside, Right? And also with, with a lot of free courses that we've ever sold. And in agents of speech, we've changed to a free model. And the reason is just because I, I don't like dealing with parents saying that they can't buy the course. So they want to, want to, they haven't used it or whatever. But we already talked about that before. Let's go into word combining. So children only speak one word. There's usually word bracket s, right? So usually it's because, number one, there isn't enough vocab. But a lot of parents will say, no, my kid knows a lot of nouns and stuff, right? They know all the names of dancers and stuff. But the problem is that they don't have enough different categories of words. So let's say that the verbs, adjectives and Locatives, Sorry, not locatives. What's that word that starts with the P? Like up, down, inside, outside. Dude, this is my profession, but I always forget stuff. So if you help me out, I forgot that word size of P. And also tell me where you're from, where you're watching from, anytime. If you have any questions, just let me know. And at the same time. So other than that, they don't have enough words, vocab and different word classes. That's why they can't put it together. The second reason is that they don't have a grammatical understanding. There's a lot of words for this. There's like, what's that called? Syntactical roles is the real name. And it's just like subject, verb, object. Do they know that these nouns can be used as a subject? These verbs can be used. These, these actual words can be used as a verb. These different things. These nouns can be used in an object and whatnot, right? So as we're talking about more like syntactical rules or semantic roles, what do you like to call it? Like gram. Grammatical rules. It's just that kids don't. If they don't know how to combine words yet, it's because they don't have the concept of that. And that's a linguistic skill, right? Being to understand where the word should go in a sentence. And that's why you see that. Let me give you an example. So some kids, if they have different languages in their house, in the household, or in a school or whatever, they will transfer grammatical rules into another language, right? So when that happens, it means that they have a rule and they use that grammatical rule as. As the. As the first language basis. And if you're talking about a child who has only one language or whatever and only uses one word at a time, then they didn't. They didn't even acquire that rule yet. And that's why they cannot add it together. And that's why when they're doing words is word by word or they remember the whole phrase, right? If they remember the whole phrase. We've talked about before, but this before, it's called frozen phrases and frozen phrases, like it could be echolalia, it could be whatever. It could be just that, you know, like if you speak in a foreign language, you just remember a whole chunk of language, right? So there's a lot of different ideas about this. And one of them is called gestalt. Don't know if I'm pronouncing it correct, but anyways, Before I go into gestalt, of which we have a video about that, you could go check it out first. Kuyan, good to see you again from Penang. Very good. Nisha says needs Q clues or action to say the word. How should I help him? We'll talk about that. So like, Nisha, can you tell me if this is a. If this, in this situation, right? Does it mean that your child is only using one word at a time? Or is it like, well, what is this? Right? Like let me know, tell me. Okay. Anyways, so gestalt means that the word itself means whole, right? Whenever someone says, oh, we have to have a, you know, gestalt view of whatever. It just means holistic. Kind of like it's. It's kind of around the same word, but like gestalt just means the whole chunk. So when children, they are gestalt language processes of which you can see a lot of like parent groups out there. There's a few words that are floating around that are very hot right now. Like virtual autism, right? My child is also a gestalt language processor. Whatever. But don't focus on the labels, so to speak. So, so what if it's like gestalt, right? So what if it's a virtual autism? So what now? What are you going to do about it? Right? That's why we make these videos and we have the parent community, right? So if it's a gestalt, that means they cannot chop up the, the words inside of a sentence into its individual constituents in an analytical way to learn what the roles are and the semantic links between the words. So for instance, you cannot say something like if you, if you negate something, if you say like, if you, if you say not, right, not something, then you cannot put the knot behind the word. It needs to be in front. So that's a semantic, like, it's kind of like the, the relationships between the words, right? That's something that you, your child needs to learn. And most of the time children learn it through just, just subconsciously, right? So a very good example, like I talk about this a lot is the, the very typical example of a kid falling down and he says, are you okay? Because they've heard the child say it, the parents say it many, many, many times, right? So in this case it means that he took the whole phrase and used it in the correct language use at that time, right? It's the correct time to say it. But he got the rose reversed first of all. And the second of all is that he thought he didn't understand the meaning of the word, and he used the whole chunk to depict the whole meaning. So at that point in time, what you got to do is maybe not use a language form but to teach him the single word or two words for him to learn. So another example is, for example, I want already I see like Nisha saying, like, I want mommy. He will say, mommy, I want. So mommy, I want by itself is already kind of like a fixed frozen phrase that never changes, right? So does he know the individual parts of. Probably he knows mommy, but. But I want in itself to him is like one word, right? One meaning. One. One thing. But the thing, okay, I'm reading now. But the thing that he wants, I need to help him. I like, I have to say for him to say water or show the action, right? So at this point, then what's the point of doing I want Nisha? There's no point in doing I want you should focus on doing. He's got something called a word, so he needs to queue, right? So, you know, I think about, like, it's a. It's a word finding problem is that he's not very, very good at getting the word out of his brain, kind of. So that's my hypothesis at least. So what you got to do now is to you to just say the word for him and do it multiple times. So I'm guessing, crap, sorry about my cat. I'm guessing when he says I want water, he get. He says it one time and he can leave and he can get the water right away. So the, the thing about therapy and that a lot of therapists aren't telling parents is that for one word, you need to keep on repeating and keep on doing the same thing over and over again in one sitting. What does that mean? So if you do like, you just get rid of the mommy, I want, it's a total nonsense thing that doesn't add meaning to the sentence. Therefore, if you're just doing it, doing it just to hear a longer sentence, then that's kind of wrong, right? So what you got to do instead is to only do water. But you keep on doing, like every time you give him a little water. Little water, a little water. And then so like, give him a little water, he drinks it, he finishes, he has to say it again. And you slowly decrease the amount of help and clues that you give him until he starts saying it by himself. Right? So I don't think even at this point, Nisha, that you should be focusing on like two. Two words or whatever. It should Be one word and you keep on doing the same thing that. Let's give him the same thing that he wanted. Right. But in small quantities so that he keeps on coming back and you keep on like doing it over and over and over and over again until you can get rid of the clues. It's just that it has become a routine that he comes over and say mommy, I want and he wants a cube because he forgot. You give him the queue, he gets it. And therefore that's kind of like a routine already, right. So it's. You need to break that and he needs to do it over and over again. He cannot just do it it once and he's off because that's too easy. All right, so I guess there's someone from the Facebook group. Not sure who this is, but anyways, I can see you on the Facebook group, but you say hi. What's the easiest way to consistently make a three year old use short sentences? Well, the thing about like if you think may make, right. If you say make, that's already wrong word. It should be, it should be like entice is the word. Like how do I create situations where your child needs to use short sentences so then we can go on to talk about other things. So just now when I was talking to initial about don't use I want or give me or these like these words just to make sentences longer. Right. The easiest way is to understand why your child is not, not using short sentences while they're using one word only. And the only reason, and this is the things that I've been telling my, my parents, the coaching, the coaching clients that I have, all the parents, right. Is that is only using one word so efficient with you that they don't have to, they don't need to talk to. You need to create a longer sentence anymore. Right. That's the problem. If that's the case, right. Then what's the point? What's the point of saying more if one word can get what they want already or one word that they can get to communicate effectively? So let's go back to the thing about water, right? If you say water and you get water immediately, what's the point of putting give me in front, right. So there's something what we call like sabotaging the communication to create a situation where the child has to speak more so that. He gets exactly what he wants. So how do we sabotage it? Let's say if we say water, right? Then what we're going to do now is like we pretend as if we don't really understand him because water. Yeah, yeah, water. It's right here. And he's like, it breaks the routine, right? If you say. Just say. Let's say someone just comes up to you and say, water. You don't even know what, oh, there's water on the table. That's right. So you sabotage it. And, like, you create a pattern interrupt. Like, you break the pattern and you go, what about it? I don't understand. You pretend to be silly. You pretend to not understand. You sabotage the whole thing. So then what you got to do now is that you have to say, oh, I get you. You want water. And he's like, yes. So then what you do is to start to create steps to get the water for him, right? What are the steps that you do? And you haven't, like, communicated the steps. Like, for instance, if you have to get water, you have to grab the jug, you know, like, open the lid, pour it in the. In the. In the cup, and give it to. Give it to the kid, right? So in that case, right? Then you have to think about. To make two or three word phrases, right? Short sentences, the phrase, right? So you can think about for every step already he knows the routine that you have to open the cupboard, take the cup, you know, pour the water, give the cup to the kid, all these things. You have to start asking the child to say it in order to get it. So you could stop right at the point where it's about to do it and then prompt the kid to say it. And then after he says it, you do it. So what if he only says cup? Or what if he says open? Then you open the wrong thing, right? And you do the wrong action with the cup. So let's say he says open, you open like a box instead of the cupboard, right? You open the fridge, he says, cup. And then you just point at the cup. Or like you touch the cup or you kiss the cup, Something ridiculous, right? And then he has to say, take cup, then. Oh, great, great. Take up, right? Same as pour. If he says pour, then you pour something else. I don't know what you can pour, to be honest. But, you know, use your imagination, use your surroundings, and so that it creates the need to communicate specifically and to be very, very accurate about what the child is supposed to say. Right? So that's. I think that's the easiest way and. Yeah. And it's consistent. As long as you're consistent. Right. Okay, so let's keep on going, oh, that's the wrong thing. Sorry. But he says he wants. Yeah, for the easy. For the words that he doesn't have word finding problems, then that's fine. But you know, do what I just said. Nisha Nyony says son is 2 year old, finds it difficult to say a word. The only way she says all the time is by. And no, you won't even say mama and dada. You can also same. You can also say his name. What do I do? Well, Nanye, I think the best way is to like. I think there are not a lot of nuances and a lot of things you have to learn. So first of all, I know you're coming from YouTube, so what you can do. Sorry, there's a phone. Hello? Yeah, yeah, yeah. Sorry about that. Very authentic. I'm really live. Right. So anyways, so Nanji, the best thing you got to do is, you know, like watch the videos about. Exactly. About teaching your child how to say mama. Those ones, right. Search the video. Like our YouTube videos. There's so many videos about this. And if I were to give you an answer here, it'll be too short. There's a lot of nuances. You have to change your mindset about that and about changing mindset. What you can do is you go to the. The link in the description. Sign up for our account at our school, which is a free. Which is a free community with like all the free courses that you should watch and start off with the micro course. Okay. Anyways, Mr. Angles, is that angle. Yeah, it's angle. My three year old still has mostly random phrases from TV, bar and table. Not sure where to start. Right. Nice. So if that's the case, Mr. Angles, again, go to our community and make an account and start watching the courses there. And where I would start is my question back to you. Right. Mr. Angles is does he currently use single words to ask for stuff from you? Does he imitate your words? Right. Those are my questions. Let me know. You're welcome, Nisha. So, lj, I guess. Good evening. My kid always has open door to everything. He asked me to open. How to correct that? Well, that's easy. If he says open door, you run and open the door. Right? You run and open the door. Instead of the thing that you're supposed to open, you sabotage the whole thing. You take his words for. For real. To open. Okay, I go open door and you go open the door. Right. And then he's like, no, oh, open packet. Okay, open packet. And you open a little bit. And he asked me an open packet. That's right. And you open a little Bit open packet. Good. You do it three or four times until he says it himself. Right. And it's not going to be done in one sitting. You need to do like multiple times. Sorry, I might get your name wrong here. Rainesh, I'm guessing Rainesh. How are you? Yeah, you're welcome. I thought this was going to be a question anyways, so, yeah, it's very important that you learn how to sabotage a communication. And it takes practice. Teaching word combining. It comes from a lot of, you know, like a lot of practice, you know, a lot of practice for on your end. Because, like why we're doing all this is because, like, even if you're. What's that called? You go for speech therapy somewhere doesn't mean that when you go home, you know what to do. Right? So there you go. Reina she. Reina she. I guess. Let me know. Yeah, it takes a lot of practice, man. The problem. Problem with a lot of speech therapy is that there's a lot of. Whenever we get to like sentence level, it's always flashcards. But I'm not saying like everyone's doing flashcards. There must be some people. So they're usually speaking. There's a continuum of therapy. And you can watch this. In the previous video that I. The long form video that I did on YouTube, it's called how to Teach Speech Delay Children very. It's like 20 minutes plus long. And so you need to learn exactly. You need to learn exactly how to. How to. How to say. You need to learn exactly how to. Man, I totally forgot what I was going to say anyways. So let's keep on going hard Tha Hashisa. Right? Two year old says, I won't say this word or else it'll trigger some people's like, stuff. If you want something else, it does take us for leave. Okay, well the thing is like, don't do the words yet. Do the gestures first. Right. So always remember, if speech is too hard, think about like, can we do a gesture or whatever to teach him? And if he gets frustrated, that means he doesn't get the thing as soon as he wants it to be right. So give it to him. It's okay. But give it in small quantities so he keeps coming back to you and without much frustration. My child is not imitating on the words yet. Babbles. Any suggestions to say words? Well, there are loads of. I have loads of suggestions, man. I mean, if you would like. I know you're from the Facebook group and the Facebook group is very, you know, it never pushes whatever I post inside of the group. But at the same time, what I think you should be doing, right, What I think you should be doing is that you should watch the videos that we have on teaching children to imitate words and sounds. And we shouldn't be looking at sounds and words yet, as I told you, we should be doing like gestures, actions and so on. So guys, that's why, because I get the same questions over and over again and it's kind of stupid that like the social media places, I don't really push my stuff. So my best, my best bet is to create my own community. So guys, go to the, the link in the description box, click there and make a. Make a. What's that called? Make. Make a. Make a account and you know, fill in the questions and we'll allow you in and you can watch all the courses there. All right? All right. So let's keep on going. Nice questions, guys. All right. He imitates maybe three out of seven times, answer his name, gets irritated, tries to get safe food when he's hungry. But it's all about it for asking stuff. That's fine for now. The thing you should be doing now is to get imitation up to like seven out of seven times. And then we have game to think about like what we can do for play skills, right? So it's actually easy to teach these kind of children's because like children, sorry, no s there is that they like, they really want stuff. So then you shouldn't be doing imitation of words just yet. Let's try some like mouse shapes, try some simple vowels, get them to understand what's the, what's the concept of imitation? And we can go from there. Right again, you can watch our courses on school, especially the one called the micro course. And from zero to words. Hello, Tanvir, how are you? I'm doing good. Speak a few words, but don't speak as we do. Well, tell me more about that. I can't give any solutions here. My son has echolalia, right? Looking for strategies that will make him own words, right? So in that case, if a child has echolalia, if you search on our YouTube videos about echolalia, you'll learn that. I'll just give you a short description here, but obviously you need to do your own. You're only going to do your own research and own education. I'm trying my best to teach you guys here, right? Is that, you know, like echolalia means like that the word doesn't have a meaning sometimes most of the time. So you Got to teach the meaning. But if you teach a meaning and your child echoes every single word that you do, then how do you teach? So the answer is still gestures and sign language, right? It's still that. And the reason is because. The reason is because gestures, they create. They create meaning, right? If I do that, everyone knows I want to drink, everyone knows I want to eat, right? Everyone knows I want to sleep, right? Everyone knows that. So get rid of the echolalia. Don't even go the speech route, because once you say something, it triggers them to echo. So what's the point? So teach with actions first. Because you're teaching language, you're not teaching speech, you know, you're teaching language. So if you don't know the difference between the language and speech, then obviously you gotta, you know, start learning. Start learning now, you know, go into the community, the school community and watch the videos there. That's right. The gesture really works. Okay, Says three and three and eight months old can speak words if he needs. Almost says almonds. Okay? He always says almonds, but not saying sentence. What should I do for him? Well, at this point in time, you should be teaching him like, how much does he play, right? If he only speaks when he needs stuff, it means he's not playing enough with you guys. It doesn't feel like you guys are fun to hang out with and there's nothing else to share, right? So, Sobia, my question is, like, how does he play toys? Does he play toys in a very symbolic way? Meaning he knows how to use toys in a way that is like, meaningful. Does he have a sequence of playing toys? Does he put things in a certain order? When you're doing something that's like wash something, cut something, eat something, whatever. We have videos about teaching play sequences on YouTube, Facebook, and if you need to just join the school community, there's like, there's a whole course on that, right? Kali has been a speech therapist in two and a half. He knows and understands a lot. Can answer when start a conversation, right? So, well, the thing is like, to start or keep a conversation, you need to have a context that is very, that's very solid that your child knows about. So let's say I always give this example. Do you watch football? Can you start a conversation about football and maintain a conversation about football? Right. The answer is probably not for most wives. So the same as for children, if they don't really care, they don't really understand that thing. Why would they have a conversation with you? So at 4 year olds, we usually do more like tabletop games, like board games, so that there's a context to actually have some sort of to and fro conversations and questions. Right. And then afterwards we do like stories and whatnot. And they're like, remember, if you want to have a conversation with a kid, it must be about a topic that he or she likes. And the topic, if there's nothing, then you create topics with games. All right, Kathleen, what's up? Very talkative at 4 year old, speaks a lot. We don't understand the word. Okay, speech case. That's a speech case, not a language case. He's into animal books now and recognizes, recognizes the name. He can say it. Not very clear but very difficult to make him repeat it. Okay, Right. Okay. So look, the problem is from your surname, I guess you guys are in Philippines. And what you need to do first is to get a articulation test done. Right? Very important. Because if we get an articulation test done then we can know what sounds are missing and we can tackle it. Because at this point in time if you don't understand your child's words, it doesn't matter what he says because even you who spend the most time with him, you don't, you don't understand. That's what's the point. So you have to find the sounds that are most important, most important to you understanding him, which a speech therapist needs to do. If not, you know, we also do that in our parents coaching. But at the same time, you know, that's, that's a paid so service. Wherever you go that's going to be paid. So just to let you know. Right. That's the best idea I can give you. But you know, you really have to like, you can download those like speech, those speech assessment screening tools online. There's one with mommy speech therapy and you can just search it, it's for free. But the problem is you don't, you won't have the knowledge and the expertise to, to drill down and see which sounds are missing unless you really take the time to like listen in and think and learn. Right. But to expedite this process, Sorry. It's better that you get someone professional to take a look at the speech because language is easy to teach but speech is hard because it takes some professional knowledge there. Right. And you can go to school inside of community and take that course about like speech disorders crash course. You can go there and watch it free. Okay. So you know, sometimes guys from the Facebook group, from the free Facebook group that, that we made, the problem is the questions are all over the place because you didn't watch enough of the videos that we make. So I'm trying to do some fill in the blanks, like I like something, then pictures. Is it okay? Well, the thing is, why do you need to do I like, right? You can scroll back in front and watch why I don't like. I like. I want. This is give me those kind of carrier phrase things, right? There's not much point in doing filling the blank for now, if you want your child to start speaking in sentences, sabotage the conversation, go back and watch it. Or teach the verbs and use flashcards and make like kick. Like for instance, a girl kick, boy kick, you know, man kick, police kick, whatever. There's a bunch of subjects and a verb and you keep on going down and you keep one constant in a variable. And you do like. Because like I like something, it's not very functional. Instead, what you should be doing is to teach as many various variations using the same verb and same nouns that he already has. Politic quips. Is that. Is that a legit YouTube channel you have there? That's pretty cool. Anyways, my son is hard to understand. He used single words to ask for things. But I. But I understand him, but. Right, that's a typo. Should I reward him for saying trying to ask or focus on him asking? Clear. He just turn three. Look, if he's below three, a lot of the sounds are permissible being wrong. So as long as he understand you, I think it's totally fine. Eight years old, Marilla Marella. Sorry. Marella repeats everything I say. I think it's called immediate echolalia. Kinda, I guess. How can it be help to get rid of this? He can't have a conversation with anyone. So if he has echolalia, there's usually a few reasons why. So if he. If he wants something, is he able to create a sentence himself? He can. Then I don't think like achillea is most probably because he doesn't really know how to use like he doesn't understand that situation and therefore he uses it as a way to get rid of the situation and cope when he doesn't know what to say. Right. If everything is echoed, then that might be something that he finds funny or finds that's the way he likes to communicate. But it really depends on like, because he's 8, right. There's a lot of stuff going on. It's not like he's not like 2 to 6. He's getting a little older. So our mindset Going into this will be a little bit different. So instead what we can do is again, if you have conversations, what language level are you trying to shoot for Morella? Is it like he can totally repeat the whole sentence and he can say a whole sentence, Then your best bet is to start doing stories, right? Use this, like, use his immediate echolalia thing. Thing to teach him. It's not, it's not really a drawback. You can do a lot of script therapy that. That actually mimics a sort of conversation, right? And let's say that, you know, like you do a script. Script therapy just means that it's a role playing game and there are scripts for each of us and we say it and we take turns and it's fun. Like for instance, like using a doctor's get. Someone pretends to be the doctor, someone pretends to be the patient. Or, you know, like, you can do stuff like a restaurant game where someone's. Someone's a waiter, someone's the customer, so on and so forth, and you can write it out, you can put pictures or whatever, and you can use that to treat and teach him more social interactions, given that he loves actually to echo. Right? It's right up his alley. So I think that's the best idea I can give you. Riza says how my son is nine years old. He keep copying all dialogue from the cartoons. Oh, man. Most of the time he keep repeating, say, specific cartoon, find a heart, difficult to talk to him. So, yeah, do the same as what I said to Marella. All right? And sometimes in the, in the script therapy, include the things, include the cartoon stuff. Include the cartoon stuff. And you can also use like, stories that are related to the cartoon stuff too, and to teach them how to create like, longer sentences or whatnot. All right, let's keep going. Let's keep going. Right? So Sovia, what I mean is like cars, but how symbolic can cars be? We're talking about like, does he know how to use like, toy foods, cooking sets, doctor's kit, play, doh, Those kind of things. So he likes to go to school, enjoys go at most, remains in his own world. And clearly. Okay, Well, you don't. We don't. We don't. We don't see kids. We teach parents, right? So if it's only if you are ready, Sovia, to guide you to start to go, to go into our parents group and you can start there. All right, and start there. And we can have it like, you can ask questions inside and it's a lot more private and give More. Better advice there. But the problem with your child is, like, he doesn't enjoy playing with a particular. Like his play skills are rather low. I believe from what you're saying, I might be wrong. Okay, I might be wrong. But I need more evidence and more data. So I guess this is inside of the Facebook group. My nephew is three. Receptive language good. Understand numbers, letters, spell words using puzzle letters. He whispers the letters and numbers. Okay, but reviewers speak out loud. How did Gamma. But she. Like, he blushes and gets very shy, even hiding his face when we celebrate it as achievement. Maybe too shy to speak. Well, how about don't make a scene when he speaks and don't make it. And don't push him to say it louder. Right. And make him comfortable in talking to you. If he whispers, then you whisper back. And if he whispers, if you can hear it, then it's fine. Right. What's the point of speaking loud and forcing him to speak loud if he's going to blush and he's going to have a very bad experience about it? Right. And it feels very naked. I mean, like, it just makes the kid feel very naked, like right in front of everyone. Oh, my God, I feel so awkward, that kind of feeling. So it's not good to push kids like that and make a scene. And like, even if you're celebrating their success, if they don't like it, it's actually a punishment rather than a reward. All right, so what I'm saying is, like, there's nothing wrong with him whispering at this point in time. Probably he knows his language isn't very good and that's why he's doing that. But if you try to make it, it's just. Just like exposing him. So how about being a little more generous and say it on his behalf and make sure that he knows he's got a voice. And like, when he whispers, you acknowledge that you heard it and you say it for him, right? Yeah, no problem. Katherine. Very good. He's autistic. Yeah. So, like, use the script therapy. I think it. It work. You want to join the group, but it's not opening. What. What do you mean by that? Well, you know, like, you gotta. You gotta apply for it. Right? So let's say if you go to. I'll just show it on my screen right now so that others can see. Or else, you know, like I'm using a computer. If you're using a. If you're using a phone, it might be too small. Anyways, this is our community. This is the page when you press on the link. This is the introduction video. You scroll down, I talk about what I do and why we do it and then you will have to apply to get in. So let's say you need to create account and also answer the questions. I'm not going to show the members tab because there's other parents there, but let me just quickly make it incognito and then I can go from there, I guess. Give me a sec. Let me just share my screen again real quick. If you guys have any questions about that thing, just let me know. Close this one first. There we go. So this is the how it looks like you press join group, right? Put in your first name, last name, makeup, put in your email and put in your own password. Sign up and then answer the question to three questions that we have for you. All right? That's it. Yes, you're ready. Well, join the group and then let me know. Okay. He's not whispering to use only when he's doing stuff alone. Then more the point, you shouldn't. If he's being alone and he's enjoying his time. Right. You shouldn't be pushing him to speak louder because he's not using the language. Right. And you're just making it hard for him to hang out with you. Yeah, for sure. I'm sure that this is the case anyways, finally. Oh, that's great. Thanks for. Thanks for joining. So keep the questions coming, guys. Kelly says my grandson is five with sd, has a new baby brother, has nearly stopped speaking and now makes grunts and got toro sounds. Am I, am I saying that word right? Is this common? Well, no, not, not really. I wouldn't say so it's not that common to have a child to go from like, if you say he stopped speaking, it means like at one point in his life he was speaking. I decided that speaking wasn't for him, I guess, and he started to get less and less and less. So like it's, it's heard of. It's not common though. And this is like kind of like a language deterioration kind of situation. And usually what we do in this situation is that we teach the kids to, you know, like, we teach children to interact with us because there's not much problem so to speak with this language acquisition kind of we don't know. But the biggest problem if there's a language that like deterioration is because the kid doesn't want to interact with you or interact with anyone. So therefore they don't see a use for language. And that. And, and that's why when we're solving this issue, we go to the root problem, which is he doesn't like interacting. So we need to get into his world, right? Find things that he likes and entice him to interact with us, to communicate with us, and then go from there and don't even care about the words he says or whatnot. Just make sure that he wants to be with us. All right? Hey, Abed. How are you? Reshima. My son just started to say mama, but he uses it as one. As one word for everything. So universal word, right? So instead of teaching a different word, I think you should teach different gestures for different words at this point in time, that would make a lot more sense, because if you're trying to get rid or change, the problem is that it's always going to. It's always. Always going to start with the child saying mama first. Right? It's going to start with the child saying mama first. So what we're going to do instead at this point in time is to teach different gestures for different actions, right? And then. Then we can. We can. We can control the kid not to create the sound mama first, or else it's going to be how to say it's going to be hard because every time you try to teach, he says mama and he say no cup, but because the child has already said mama, it's. They don't understand. That's wrong. Right. So instead, I would always start with, like, different gestures first, right? Abed says calls men papa and woman mom. Well, that's a. That's a wild generalization, but. And it's pretty common, but it's going to take some time. And I would say that you should print a bunch of pictures of women and men and teach that it's man and woman just for him to sort out very easy. Just a stack of men pictures and a stack of woman pictures, and he just sort. And you can help me sort out of a man, woman, man, woman, man, woman, girl, boy, girl, boy. That kind of stuff. So it becomes, like, a receptive thing. Right? Okay. So Glee says, my first clear word was open. Well, hallelujah. I must be like. That's what we teach a lot in speech, so good. Nice. Right. Okay. Well, as. That's the. I somehow got through all the questions, but, you know, keep. Keep it coming, so to speak. If you need anything, I'll be here for another, like, 20 minutes or 15 minutes. So where was I? I was talking about getting children to start speaking in phrases. The thing is, when you're teaching A child, there are so many nuances, right? You might teach the child using flashcards to speak in the phrase or sentence. It might work. But at the same time, it might only stop at that level only, right? So what you got to do that level, meaning it's only the context for flashcards. So what you got to do is to make sure you have other play routines that you can use to teach phrases, right? And then other than that, in everyday life, in a naturalistic environment, you also have ways to get your child to, to say phrases as well. So we already talked about the flashcard part and also the naturalistic part. Let's talk about like the play part. So I go into a lot more detail in the courses inside of our parent community. So if you haven't joined, please go there and just join, right? It's much easier over there, much easier to handle. So for play sequences, is very important that you have a very structured approach to play. It cannot just be, I'll let you play, I give you the toys, and it's very passive. And you're basically like verbally commanding the kid to do stuff. That, my friend, is not play. That is just you talking over the kid doing something, right? And whereas a lot of like, it's, it's a, it's a valuable skill to have. And that's what we call parallel talking. But at the same time, if you're trying to get, you have an agenda in your mind, that's not going to help you. That's not going to help you because you need to have a very structured approach. The child needs to know what's going to happen, the context is strong. And then when you block your child's hands, you can teach whatever your child needs to say in order for them to get what they want, right? So then what you got to do is to create a bunch of these sequences so that you can start. But the problem with a lot of parents starting is that they always focus on the child speaking, right? The speaking should come after the child learns and understands the task very well. If you just skip onto the talking, the kid's going to just run off and think that you are being very annoying. So always think about, what are you providing to the kid? Change your mindset. Think about, I'm not trying to extract words from the kid. What am I providing for the kid? Why should my kid listen to me? Is the child having fun? Does he want to do the next step? If he does want to do the next step, we do, we block it and then we ask them to talk. That's called block and talk. Right? And because the child has done the thing with you so many times, he knows for a fact or she knows for a fact that the next thing will happen. And therefore they're willing to say it because past history has shown them that mom and dad has been very generous with play. And therefore when, when finally you try to block them their access to something that they want to do, they're much, much, much, much higher of a chance for them to start saying the words you want them to say. All right, so Andre says my girl just won't say open or do the sign no matter what. The problem is like 50. If you ask all the, all the parents inside of the coaching program, we have a non verbal coaching program. It's an eight week course and if you just join the community and you ask some, a lot of them there, it's like in the first, if we do like open, it's all about just taking your child's hand and doing over and over and over again. It's like hundreds of repetitions until we get the child to start just, just to start like giving the hand to the parent so that they know like, like at least they know they have to do something. It's, it's not, it's, it's not like a zero to one. It's like a whole process. Everyone gets stuck somewhere. So if you're saying that it means you're not prompting enough. You're not prompting fast enough and you got to keep prompting. So I'm very happy to hear that Reshima that he's, he's babbling a lot. That's really good. A parent from the Facebook group. Let's see. He is not communicate with us. He's not communicating with you. He kept saying or talking what he watched or heard a song if he was talk with us. But he know everything when he asked, when we asked him. He knows things but he doesn't want to talk and ask him. Well, like obviously you shouldn't have a lot of screen time for him. You really shouldn't. And you know like it's, it's really isn't. You really shouldn't use screen time that much. And if you can, if you have time, you should like block out time to actually teach him stuff. So the problem is he doesn't want. Right? He doesn't want. So how do you get him to want. Right. Use the screen time as a reward. And before he, he says something he doesn't, he won't be able to use the screen. So that's an easy way to start putting levels to your. Your teaching at home. All right. It's not about. Sorry. It's a little bit. A little bit. There you go. So, yeah, it's. You should stop screen time and use screen time as the reward for. For teaching him. Right. And you need to start taking out time to teach him stuff when he's three. I mean, especially if he doesn't care. So we have a YouTube video, or even on Facebook, we have a video about, like, Chop, recites abc, sing songs, but doesn't talk. But you can watch that first and also join our community. That would make a lot of sense for you. Glee says. Oh, it's not a question. Oh, wait. Your videos really helped me a lot. You're very welcome. Before I get my son to say open water, Mommy. I guess that's the word. Cold water. He would do hand guiding, but now he starts being worse, like, where's mama? I'm also reducing time to get his attention. Very good. Good morning. I guess you're in the usa. Good morning to you. We just give screen time to emergency when we're busy. Max one hour day. Yeah, well, you, you. That's fair enough. But at the same time, can you use that screen time for, like, more learning opportunities? Right. Anyways, do you have any screen material that can be useful that then I can use it as a reward? Well, I, I don't have that. You know, like, there's the whole YouTube, this whole YouTube. There. There's whole YouTube kits. You don't need screen material that can be useful. There's so many rewards. It depends on your kid as well. So I. We're not going to do. Make any videos or whatnot or any rewarding things because when we're doing therapy, it's just like, wear the toy and whatever, and we just use whatever the kid likes. Some kids like to watch the same old video over and over again. And we just use that for reward. Why not? If it gets a job done, Always think about what gets a job done. Just use that as, as the means to get the job done. Don't think too much. Don't think. Like, one of the parents has sent me an email and said, oh, I don't want to use rewards because I'm scared that, like, some stranger will use, like, some sort of reward and they will, like, get kidnapped or walk with them. But the problem is, what's the point? Like, what's more important? Like, why are you thinking so far away? Isn't It a means to an end for you. Use the reward to get your child start to speak. So if you can start getting your child's language level up, then you can start like later down the line, then you can start explaining to them you can't follow strangers or whatnot. So if you don't even do that step, then how do we go on to the next? Really don't know. Holly, what's up? Holly, my son is about a month of being 2 years old. Is it concerning that he says about 2, 10 words? Totally not concerning, my friend. I think that's actually okay. I think you can, there's not much like you can watch some of the videos online, it doesn't need to be me. And learn about something called language facilitation. Learn those. Actually I just did a video about Ms. Rachel. So, you know, like if you just copy Ms. Rachel and how she speaks and stuff, I think it's going to be very, very good for a child's language development. And yeah, you can go from there. I, I think it's not too much of a problem. Like before two years, like a month away from two years of age. Right. Usually speaking at two years of age, children start to combine words to make two word phrases. But that's just starting, right? And you're like a month away. So yeah, it's a little bit, little on, on the word side, on the word bank side. But at the same time it's not too concerning. Wow, you guys are fast. If that's the case, I don't think it's too much of a concern to be very honest. And especially if he's in speech therapy already. I don't think there's too much you got to do at this moment in time. As long as he understands the concept of imitating you the words. And if you can imitate words, then it'd be super easy later on to teach him anything. Andre, you have books recommend? No, no books a two year old should read. There's no, there's no book like a 2 year old shouldn't be touching. Books, man. Nowadays it's just everyone's like A for alligator, like B for butterfly, C4, I don't even know chocolate or whatever. It's not even. Yeah, everything's been inflated, you know. And Andre says, he says around 15 words functionally. Well, you know, like if it's 15 words functional and it's single words, you shouldn't even do books. Right? It's not even at that level. You shouldn't be even do Books. What's the point of doing a book? Is it like, really functional or whatever? It's not. You should focus on getting her to understand that she's supposed to imitate you. Right. And also that you teach her as many words as possible that are connected to gestures so that you can use the gesture to prompt the speech and then teach her as much play skills as possible as humanly possible in a short period of time. Cara. What's up? Greetings from Philippines. Hello, Salamat. Is that what you say? Very funny. I just realized there's some like, words that are very similar in Filipino. Am I saying it right as basa, Indonesian. Very, very, very funny. Like for kids it's. Right. So it's at the same as Filipino. Anyways. Oh, you. You read my emails. That's great. Thanks. Thanks for tuning in. You know, like, a lot of people are angry because it's a little bit spammy recently because we've changed the email provider as we've changed our website and changed a lot of things. And so like, we've made it very, very different. And sometimes like even today that the email sent that by accidentally the email, the subject was called new post because I didn't know where to change it. So I kind of screwed up there. But anyways, let's keep looking. Is listening song from Swordback and be addicted. These guys, especially from the Facebook group, I think you guys really need to watch more videos and do more research. And the Facebook, there's like the. In the Facebook. I'm about to like close it, you know, I'm saying like, although we have like 12k people inside, but the quality of the people answering the questions are sometimes very wrong. Some of the professionals inside are not doing a good job. And I can't go through it. It's like there's so many different questions every single day inside of the Facebook group. And I'm not saying there aren't good things. There's a lot of like sharing wins and whatnot. But at the same time, it's very difficult like this. The questions are very simple. If you would do a YouTube search, you would have known already. So I think I really want to shut down the Facebook group, although it's free and I'm getting like at least 20 people joining every day. But at the same time, it's. It's very headache. So to answer your question, my friend, it depends on the kid, right? Depends if they like it or not or whatever. And if they like it, then use it as a reward and whatever, right? And so what if they get addicted with the song on Spotify? Are they going to scream and shout for it? If they are, then don't give it, right. If it's something that will soothe them down and create some sort of, like, peace of mind in them, then keep on using it. There's no straight answer about this, right? Is listening to song from Spotify addicted addictive to you? It's not addictive to me. It's addictive to some people. So how can I give you a correct answer about this? Addicted for kids, right? I don't even know. Some kids don't even like sweets. Don't. Some people don't. Some kids don't even like food. Don't even like chocolate. Right? But some kids are. Are over the head about, like, food. It really depends. I have. No. I don't know how to. How to answer. That's why I don't like hanging out in the Facebook group, to be honest. I'm not saying it's your fault, my friend. I think I'm talking about Jenny here. But you really don't like for these things. You got to think with a. With a. With a straight mind, so to speak, and think about. Is this really that important at this point in time? Right. What's more important is to get them. Get your child to speak within whatever means possible. Right. I'm happy, Cara. That's great. Anyways. Damn. Anyways, okay. You're in my AE program. Very good. Son is not doing the open gesture. He says open sometimes instead. Any suggestion to make it consistent? Yeah, I mean, like for week four or if you're on week four already, then he should be doing like, he should be already doing the. The action imitations. Right. So if he says open sometimes instead, that's fine. Just like directly open it for him. But if he's not doing it, just, you know, just prompt him. You just need to keep on prompting him. If he says open, then, you know, you don't have to prompt him anymore. But the. All you got to do is just to prompt him right before and do it as we instruct inside before he gets to do anything. Just prompt him. Does he even give his hands to you? Right. You don't really need him to do the open gesture if he already says the word. But if he doesn't say the word sometimes, then you must prompt him to do an open gesture. Okay? So at this point in time, the only suggestion I have to make it consistent is to prompt faster and more consistent and to open it and praise him. Whenever he says the word without needing him to do the gesture. And you can do it as. Oh, yeah, open. That's right. And that's it. Okay. Yeah. Update me on telegram. All right, you're very welcome. Andrew, where can you find. Oh, well, you can go to. You can go to the description box right now, and then you can click on that link to school. Our. Our free community on this is a platform called school. And. And we have free courses and stuff there, and you can ask questions there as well. It's better than Facebook as far as I'm concerned. Like, for instance, like sometimes in the Facebook groups and the pages that we have people just like, share whatever live videos, and it's very, very distracting. You know what I'm saying? It's quite crazy. So let's keep on going. Cindy, should I continue? Well, I don't know, man. Give me some more context. Like, what level is your child? Is that right now? What diagnosis is your child? What are the goals? What kind of therapy are you guys? 40 hours must be ABA, I believe. Do. Are you able to sit in? What goals are doing what has the therapy already taught him that you have something to show for? Tell me more. Yeah, so I wonder why. Right? If he's not good. Good with at all the gestures, that's okay. Then we don't have to like, force it on him. It's just that you need to keep on being consistent about it and don't be passive and prompt him fast. Right. Even with prompt, he isn't doing gestures. That's okay. Show me some videos on Telegram and I can give you more tips there. Right. Because I'm not sure if I think I've seen some of the videos before. But the thing is, you need to show me more so that I can. I can tell you exactly what's going on. Right. Maybe it's that, you know, like, he's already doing it and you didn't know. Who knows? Asmar says my son is four children not functional on the daily. It gives other suggestions. Yeah, you're. You're good. Broken English or not, I understand you. I think you can watch from the very beginning, and then you will know exactly what to do. That's exactly a topic about today. Right? Please don't shut down the Facebook. Yeah, yeah. I don't know. I'm. Yeah, I think it's hard to say, man. I really think. I really think that sometimes in the Facebook group, it's very, very distracting. And I just want a central hub where people can get at least the Base knowledge. A lot of times inside the Facebook group, it's always just the same questions over and over again. Always about a lip tie, a tongue tie, virtual autism, flapping hands, autism traits, won't say anything, no eye contact, whatever. But the thing is, most of the things are already has already been like, has already been answered many, many times. That's why I'm feeling a little bit unhappy about the Facebook group. Anyways. Yeah, yeah, keep me updated, please. Like send me videos. Let me know. Okay. Tin says okay. Well, Tin is very simple. If he's on verbal and just making sounds, there's a few questions I have to ask, right? First of all, is he making sounds on purpose? Second of all, all those sounds are imitation of your sound of your words, but it's just all wrong. And if he doesn't get his like, does he know how to imitate at least some actions or gestures? Right. Let me know those, okay? Yeah, so sometimes it's very hard to like the Facebook group has so many like people just giving advice. Some of them are good, but some of them are really, really, really crazy. And I, I don't even know like whether to call it out or not, which is a little bit. It's hard for me. It's hard for me because when, when I make posts inside of a group, it doesn't get a lot of people to see the post for some reason. But when other people do it, then it does. But I don't have all the time in the world to go in and look at each of the posts and, and answer questions, so to speak. That's kind of difficult for me. But enough of me complaining because now we have the community and you know, like it's much easier for me. Anyways, let's keep going. Is there any strategy to help with 5 year old speak words clearly? He's diagnosed with ASD at 4, non verbal up to 3. Okay, now make sure on some sentences not all can understand this word, especially if not with him. Well, I told you, I said before, that is better that at this point in time. Have you done an articulation test? Right? Have you know, do you know that like what sounds are missing? Right? Do you know what sounds are missing? Right? Why is that? That you don't understand. But is it because the intonation. Is it because that he's missing syllables? Is it because like the sounds are, are like substituted and it's an error, right? You don't know that. And without knowing those errors, it's very hard to give you a strategy about how to make children speak clearly, because speech goals and language goals are very different. Speech goals. We have to know exactly, like around why. At least we have a. We have a guess about why the child isn't talking yet. Right? I mean, like, making the speech sound errors. So it's sometimes the motoric problem, sometimes a sensory problem, sometimes it's a perceptive problem, Sometimes it's a lot of. It's a lot of different things. So I. I cannot give you a suggestion other than you should go for an articulation test. And you can do this online if you want to. If you find, like, someone who can help you out, it doesn't need to be me. It doesn't need to just find someone to help you, because by the time that you hear your child say the words, you can make up some of the sounds that your child is doing wrong. Right. But at the same time, to analyze those errors require someone who has some technical knowledge. Right. Kelly says, love your cats. Thank you, Kelly. I love them too. But this setup, they don't really climb over and stuff as often as before. Jenny, what's up? Trying to sound especially like using sabotage somehow. Yeah, exactly. You want the children to correct you because correcting you in its way is a language function. Is a language function that is above requesting, above imitation, above, you know, greeting, above whatever. It's manipulating someone, asking for clarity, clarification. Sorry. You know, trying to, like, correct someone. They feel that some. Something is wrong, they're speaking up for themselves. You're teaching them a new way to communicate. It's a new language function for them. And therefore, when you have that new way of new language function, and then you teach them what to say to be more specific and stuff, they're going to catch on and you're going to learn that in language. The reason why I'm speaking so long with you is because that's the only way that you will understand. Right? And the same, if the child doesn't understand that point, that concept, they will keep on saying using one word, which is super efficient. Right. And that's what you do with people who you are close with. You speak very little and hoping that someone will actually, like, read your mind. It's not only just with kids, right? With your spouse, you speak a little bit, and then, you know, like, it's not enough clarity. And therefore, that's where conflicts happen. So for all things, always make sure that the. The party that you're speaking with is required to be specific about the language. All right. Cindy, he's at Level three. Level three autism spectrum and doing ABA therapy. We've been in therapy for almost a year. But every BT is behavioral. Therapists are new to their job. Okay. Constantly changing new bt. So I know experience, feel, trying to stay positive. Keep doing third Spanish. Okay? Cindy, I don't know where you are in the world you're staying. And I just want to tell you that, yeah, this is. This is a thing that is bad about ABA all over the world. It really is. Right? There's. There's no, like. I don't know how to say this nicely. It's just that I was one of those BT who are, like, who. I just graduated. And when I just graduated, I also started to work directly with clients already. Right. And I'm here to tell you, like, in the ABA industry and the behavioral therapy industry, the turnover rate is really high. It's very, very high. And that's because working with children in itself is really hard. Right. And by, like, I'm guessing from your. Your English, you should be in the usa, I'm guessing. Right. And so finding a good ABA center is very difficult, I would say. And finding a good ABA center that trains the. Trains the therapists in a. In a very, you know, like, in a good way is very hard as well. So what I'm trying to say here, Cindy, is you're always better off, from my perspective is that even though, even when I was back in ABA long ago, Right. We're always asking the parents to come in and learn from us so that we can, like, the really good therapy centers will think, how can I get you off the hours here at the center so that I can, like, serve other people who need help as well? Right. So in that case, how do I transfer some skills to you so that I can do more at home and therefore accelerate the thing? So your second thoughts are fair. And I would say that you really need to start educating, educating yourself in terms of what the therapy goals are at the center while they're doing it. Did they skill transfer to you? If they're coming to your house, then it should be easy, but if they're new to their job, it's going to be really hard for them because they can't even deal with the kid and have to deal with the parent. And many levels, dealing with a parent is much harder than dealing with a kid. So what I'm trying to say is you are better off learning and putting it in your own hands, because sooner or later, you'll jump over, over therapist to therapist to therapist. And if you don't see results, you're gonna start trying. You're gonna have a dilemma whether I should keep on using this person or I should find someone new. But every time you find someone new, there's always, like, a period where the kidneys do, like, adjust and stuff. So what I'm trying to say is you need to be the constant in your son's life. Right? You need to be the person who can provide him the stability and, like, the everyday, the daily trainings. And I know it's difficult, especially if you're a working parent, but I think it's very doable. So. Austin001, I don't know how to read that word. My son is combining two words, but also using gestalt scripts. I'm confused. Is he a GLP? Heard my long line here. Repeat again. Maybe 5 was in the line. Well, everyone, to a certain extent, is a gestalt person. Everyone remembers scripts, you know, everyone remembers movies, movie lines. Everyone remembers foreign language in a huge chunk if they don't understand the individual constituents. So is it glp? All right. Gestalt language processor, so to speak. Yeah, most probably everyone has some element of that. Right. But what you can do is, like, you can think about, oh, if he's combining two words, how can I get to three words? Right. And if you scroll back to the. To the beginning of the live, then you'll learn about why children use gestalt. Right. It doesn't even matter if the child is gestalt or not. All you got to do is to teach each the word meanings and how it interacts with other words. Okay. I'm going to have a ghost very soon, man, and around, like, five minutes or something. It's been an hour plus talking to you guys, which is great. And I want to keep on talking to you guys in a very, like, a very private mat manner. And we can move that conversation off onto, like, school, the community platform. Maybe we'll do, like, weekly Q&As that we. We do here on the Face, on Facebook and YouTube and stuff by the same time. I. I really hope that we get a time that you go through all the free materials there. I know everyone's busy, and it's easier for everyone to be at the same level to have a conversation. It's very difficult to always have to teach a parent from zero to something, and then we can have something more meaningful to talk about. Right. But anyways, Tin, my son is making a sound like he's saying something. He can also imitate. Well, Then that's the speech case. Right. So what is the sound that he's doing that's wrong? Give me some examples. Tin, help me out a little bit here. Kelly, you're very welcome. Yeah, like one, yeah. Children are very different. Right. But there are patterns and there are assumptions that we can kind of make and we can push ourselves towards that direction first. And then if it's correct, if it works, then we keep on going. If it doesn't, we change. Right. So to answer a lot of questions like this, I've been doing this for a long time now, like three or four, like four years now online. That's why it's relatively easier for me to answer. But yeah, most of the time I have very limited information about the kid. I don't know enough to give a proper answer correctly. So it's up to you to take what you learned and try it. All right, so guys, I'm going to go to bed now. It's 10:30pm My time and thank you for tuning in. Has been a lot of people this today on this live and if you haven't, please go to the link in the description box. Join the school community. The courses there are free. That used to, we used to sell it. That was how we kept this YouTube channel, this Facebook group alive for a long time. And now we switch to only doing parent coaching. Right? Right. And parent coaching is something that I've been doing for a long time and now it's just going to be my main focus. And we're, that's the paid part and that's how we keep the lights on. And we're going to hire two more therapists to come on board to do to help me out with the, the parent coaching. And at the same time what we're going to do is because we got a whole load of very successful parent coaching testimonials and we have so many videos and some parents said that they're okay with making some videos of, you know, their journey and stuff. And so my focus is going to be like making the, the experience as good as it should be. Teaching the therapist coming in how to coach parents. Take success stories, make it into like videos and then hopefully it gets shared more and we get more people onto our community platform to learn for free, iterate, learn from parents who are paying us money. Right. And then we make more free materials from what we learned and hopefully very soon we don't even need to, to have coaching. But I, I doubt that because why it's very like as I told you before going to, going like losing weight and getting fit is so easy. You just need to eat less and exercise more. But why, why hasn't it? Why, why do people sign up for a gym membership? Why do people go for, go for a personal trainer? And that's because there's accountability thing, there's a community portion, right? And there's also a lack of information. So now I'm providing the information and now we have to keep on going, right? So Asmar, if you want to send a video to me, usually speaking, we don't do that for free. But if you go inside of the, the members community, you can send me a video of your child there as a post. You can, if you know how to do it. I would advise you, if you want to, you can blur out your child's face first, right? And you can send it there and you can upload it to YouTube as a, as an unlisted, unlisted YouTube video and paste it inside of the community so that I can see it and give you some pointers. All right. But the videos in general, when you heard me, I'll send me a video on Telegram. Telegram is where we do the bulk of our coaching. All right, so that's it for tonight, guys. Thank you so much for tuning in again. And if you haven't, please go to join the community. There's so many resources there. It's just, it's a buffet. Everything that was paid before is now free. I'm not selling courses anymore. I hate it. I want to serve parents. Hands on. That's it for tonight or in the morning for you. And I'll see you guys very soon. Bye bye.