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These are the user uploaded subtitles that are being translated: 00:00 [Music] 00:00 [Laughter] 00:03 [Music] 00:18 [Music] 00:21 the Centers for Disease Control released 00:25 new statistics on their autism 00:27 surveillance in 2015 which stated that 00:32 one in 68 children born in the United 00:35 States today is somewhere on the autism 00:38 spectrum 00:38 [Music] 00:46 [Music] 00:58 however a new government survey of 01:01 parents conducted in 2014 by the 01:05 National Center of Health Statistics 01:08 suggests that actually it's 1 in 45 01:12 children ages 3 years old to 17 years 01:17 old born in America today is diagnosed 01:20 with an autism spectrum disorder or an 01:24 ASD 01:25 moreover the CDC insists that the rates 01:30 of autism in America have stabilized to 01:34 one in 68 and does not recognize the 01:38 results of any other independent 01:40 surveillance study 01:42 I believe that the CDC is one of the 01:45 most corrupt entities on planet earth 01:48 therefore I am more inclined to trust 01:50 the research conducted by a non 01:53 federally funded organization regardless 01:57 of whichever studies you agree with the 02:01 fact still remains that we must solve 02:05 the autism puzzle for those individuals 02:08 currently living with autism the 02:11 American mainstream media federal 02:13 government CDC and the NIH have all 02:17 failed the American public over the last 02:20 40 years by refusing to appropriately 02:23 and aggressively educate the general 02:26 public on autism related topics 02:30 [Music] 02:34 I often hear autism described as a 02:40 gigantic puzzle and in order to figure 02:44 it out we have to find all the pieces 02:46 and how they fit together I read a quote 02:50 on a student's t-shirt one day that said 02:54 the best part about puzzles is that 02:57 there's always a solution I think of 03:00 each child with autism as a separate 03:05 puzzle to be solved and there's always a 03:07 solution you just have to look for it 03:10 and the solution is to try and figure 03:13 out what works for them it's important 03:17 to understand how they see the world 03:20 people with autism see the world and 03:23 pictures instead of words or text this 03:26 is the world told in pictures or this is 03:29 the world seen through pictures 03:37 [Music] 03:44 [Music] 03:46 once you find all these pieces and you 03:51 start seeing how they fed and you start 03:55 putting them together you can see that 03:58 the unresolved is something really 04:01 fantastic it's it's important to 04:03 remember that people are not their 04:06 disability they are a person first who 04:09 happens to have a disability regardless 04:11 of what that disability is if that 04:13 happens to be autism Asperger's and your 04:16 own sensory processing disorder whatever 04:20 the person's not their disability so it 04:22 is really important to stress that 04:24 because once we can kind of get over 04:28 that hump and we can just see the 04:30 individual for who they are and be able 04:34 to slowly put the pieces together to 04:37 solve this person as a puzzle as a whole 04:39 and 04:41 you know they have a lot of potential 04:43 that they can contribute and we just 04:46 need to be more positive and supportive 04:50 of that and that's why our society is 04:53 when you have to start embracing this 04:56 population now that we're going to start 04:59 having these larger waves of students 05:01 graduating from high school that are on 05:04 the autism spectrum they're going to be 05:05 entering our society and we need to 05:14 [Music] 05:37 my name is Chani Ziebarth and I'm a 05:41 full-time paraprofessional at an autism 05:45 therapeutic day school which means that 05:48 all the kids that attend our school have 05:51 a primary diagnosis of autism we do not 05:56 have any neurotypical general 05:59 educational students at our school and 06:02 the population that I work with are 06:06 teens and young adults 06:08 prior to this I worked in the Chicago 06:11 Public Schools where I worked with 06:13 students that were on the spectrum 06:16 primarily elementary and middle 06:21 schoolers so this is quite a change for 06:23 me to put it briefly autism is a 06:28 developmental disorder that impairs a 06:32 person's cognition communication and 06:36 social interactions pencil 06:42 [Music] 06:45 hey she gave you this this to wipe the 06:48 table off Roberto the robot all right 06:51 what's nice is what wears us 06:56 [Music] 07:00 looks like a purple stars tonight that's 07:07 what we're around are not well guys do 07:09 over mini-dress 07:11 [Music] 07:20 the severity it depends on where the 07:24 weary the individual is on the spectrum 07:26 and right now the autism spectrum is 07:29 pretty large they have so much potential 07:33 and they have so much to contribute in 07:35 this world and they teach other people 07:38 you know the adults around them a lot 07:41 how to be patient how to be less 07:46 self-centered how to be more 07:51 compassionate 07:53 [Music] 08:22 [Music] 08:33 I want to preface by saying I'm not an 08:36 expert I'm not claiming to be an expert 08:38 or anything I'm not a medical doctor a 08:41 scientific researcher or some you know 08:44 Ivy League scholar ok I'm not I just 08:50 wanted I just consider myself just a 08:51 regular person I've had experience for 08:54 several years not working with kids with 08:55 autism and I've learned a lot I learned 08:58 a lot from them and so I think that if I 09:01 can share what I learned with other 09:03 people to increase their level of 09:06 understanding of what autism is and how 09:09 these kids see the world it could make a 09:12 difference maybe not a very big 09:15 difference but if I can reach some 09:17 people and let them know that like if 09:22 your child your son of your daughter has 09:24 autism 09:25 more receive that diagnosis in the 09:27 future it's not the end of the world 09:31 there's a lot that can be done there are 09:34 so many early intervention programs that 09:36 are outlined now new and evolving 09:38 therapies medications that have come 09:40 along you know there are therapeutic Day 09:44 schools there are autism classrooms and 09:47 schools provide visual answers create 09:54 visual work and include visual answers 09:57 answers and pictures 10:09 [Music] 10:14 [Music] 10:26 all right ready what are your healthy 10:34 habits I know I can what what is he 10:37 doing sleep I know I can sleep all right 10:47 now what 10:57 I know I can I know I can what what are 11:06 our choices this is I know I can't brush 11:15 my teeth 11:15 that's our healthy habit all right let's 11:17 turn the page oh I don't know here we go 11:22 I know I can what do we do we after we 11:29 won after it's over here 11:32 [Music] 11:36 come on what do we do what are our 11:43 choices over here 11:48 [Music] 11:56 I know I can wash my hands 12:00 [Applause] 12:02 mm-hmm we always wash our hands all 12:05 right 12:05 what's another healthy habit what is he 12:07 doing in the picture I don't know I know 12:11 I can I can't what 12:16 [Music] 12:26 I know I can what I don't know what are 12:33 we doing I know I can I know I can what 12:46 is he doing what is he doing 12:51 does he exercising busy flossing his 12:54 teeth taking a shower 12:55 Washington space or shampoo in his hair 12:59 oh is that what he's doing 13:03 shampooing is here what is he doing I 13:08 know I can wash my face floss floss my 13:20 teeth I can shower every day right we 13:26 take showers every day what else and 13:29 what do we do in the shower what do we 13:33 do in the show or we shampoo our hair 13:42 excellent 13:44 what is he doing I know I can exercise 13:50 looks like he's doing a jumping jack 13:52 [Music] 13:58 all right vennett applied behavior 14:01 analysis using task analysis task 14:05 analysis is basically a way to break 14:08 down more complex tasks into a sequence 14:13 of much smaller steps or actions in 14:18 order to complete the whole for example 14:21 washing your hands teaching a child with 14:30 autism to wash their hands appropriately 14:32 from beginning middle to end requires 14:35 breaking down each step into much 14:38 smaller parts until they complete the 14:41 whole entire action at one time 14:43 [Music] 15:17 [Music] 15:33 [Music] 15:41 we have to go through life skills 15:44 because obviously life skills are very 15:46 important such as hygiene toileting you 15:49 know not all students or children with 15:52 autism are potty-trained many of them 15:54 still wear diapers then have to be 15:56 changed regularly 16:04 [Music] 16:12 [Music] 16:22 [Music] 17:52 [Music] 17:59 [Music] 18:07 [Music] 18:12 structure visual daily schedules it's 18:16 very important for people with autism to 18:20 have a daily schedule that's visual and 18:25 that it's easy to understand these can 18:29 be smaller portable schedules or they 18:33 could be large stationary schedules that 18:36 are mounted on a wall in a classroom 18:38 bathroom a drum etc 18:41 [Music] 19:29 it's important to learn to break down 19:32 schedule into small parts for example 19:35 hygiene is very important so waking up 19:39 every day brushing your teeth being able 19:42 to get dressed combing your hair putting 19:45 on deodorant if you're a teenager 19:48 washing your hands all of those things 19:53 are very important to be done on a daily 19:54 basis showering making sure you're clean 19:58 and then going on to whatever it is that 20:04 is asked for you next what is the next 20:06 task in the day if they have a class 20:08 like whether it's raining or Cyan's 20:11 then they have recess or lunch snack 20:15 period a leisure break and then some 20:19 sort of job responsibilities whether 20:22 it's team the garbage or learning to 20:24 table or laundry on your own before 20:27 packing up and going home routines would 20:34 have to be every day for no matter where 20:37 you live or where you go to school all 20:39 of those things are important so to have 20:41 a schedule that's on the wall that's 20:43 visual that has pictures but having that 20:46 picture or the symbol if they understand 20:48 they can look at the schedule follow it 20:50 as they see fit and 20:52 to hopefully at some point complete that 20:56 daily routine as independently as 20:58 possible so they can grow up to be more 21:03 independent adults 21:07 [Music] 22:08 daily routines it's important for people 22:13 with autism to conduct their day around 22:17 a daily routine where there are very 22:23 small subtle changes that can occur 22:26 within that daily routine or schedule 22:28 but for the most part it is important to 22:31 go through the routine step-by-step 22:33 throughout the day 22:39 [Music] 22:47 [Music] 22:55 [Music] 23:03 [Music] 23:48 communication how to use pecs pecs P EC 23:53 s stands for picture exchange 23:56 communication system the pictures 24:02 substitute words instead of showing a 24:06 printed word or speaking a word in any 24:11 language substitute that with a small 24:15 picture for example we have pictures of 24:19 kids at recess or a bus to point to 24:22 showing a picture of lunch could be a 24:26 way to communicate that the child or a 24:29 person with autism is hungry and is 24:32 ready for lunch 24:33 [Music] 25:36 creating your own choice boards or 25:39 choice binders these are really cool 25:42 because they are portable and you can 25:45 take them places you can create your own 25:48 choices by selecting your own packs for 25:53 example we have computer lunge and for 25:58 the bathroom also clothing items 26:00 depending on the weather outside do they 26:03 need to wear gloves a heavy jacket in 26:06 addition to that we have for be quiet 26:09 I'm sorry 26:11 snack time goals put a hat on etc you 26:17 can also create packs using small 26:19 pictures or thumbnail pictures of actual 26:23 places places that somebody would like 26:27 to go or things that the person would 26:30 like to use or what a person may need 26:34 whichever key symbols or items that are 26:40 important to you or the person who is 26:42 using the choice board or choice binder 26:44 can be tailored to their specific 26:47 interests 26:50 [Music] 28:06 create labels using pictures and symbols 28:11 instead of words or text 30:11 visual aids are so important by 30:14 exchanging small pictures instead of 30:15 words the child whether verbal or 30:18 nonverbal can communicate what it is 30:21 they want what they need how they feel 30:25 emotional expressions how do I feel 30:31 [Music] 30:42 [Applause] 30:48 you 30:58 [Applause] 31:54 communication what am I saying or what 31:56 am i trying to say how do I communicate 32:00 well if a child or person with autism 32:05 has the ability to speak they can use 32:09 their words and speak in any language 32:13 that is conducive for them another form 32:17 of communication is American Sign 32:20 Language this is very popular in a lot 32:23 of public schools then we have the 32:27 electronic speech devices which will 32:30 speak for the child or a person with 32:32 autism that is not able to speak or 32:35 speak well by tapping on a key or a 32:39 picture that will then speak the word 32:41 and then of course we have pecs which is 32:44 the picture exchange communication 32:45 system of course there is always written 32:49 text not all children with autism are 32:53 able to write and spell well enough to 32:56 communicate by writing everything down 32:58 but that's also an option 33:06 you 33:33 these individuals have rights you know 33:36 they may have disabilities but they have 33:38 rights and those rights need to be 33:40 accommodated and it really starts in the 33:44 public school system when you're sending 33:46 your kids to school there has to be a 33:49 place for them there has to be a program 33:51 for them to get better for them to learn 33:56 and grow just like their peers and then 34:00 you have to have adults that are well 34:02 staffed that can accommodate these 34:06 individuals people with autism also have 34:13 the same rights as everyone else in 34:15 America they have the right to be heard 34:18 to have their own opinion and to 34:22 exercise their First Amendment right of 34:24 freedom of speech electronic speech 34:35 [Music] 34:47 there are a lot of students that are 34:50 technologically savvy enough to be able 34:52 to use an electronic speech device they 34:56 can actually speak for them so they can 34:58 press the small symbols or icons and be 35:03 able to have the device speak what it is 35:06 that they are trying to communicate 35:08 whatever it is I want a glass of water 35:11 I'm thirsty 35:12 I feel sad there are plenty of 35:25 electronic speech devices available for 35:29 pretty much any ability level in 35:31 addition to that there are also several 35:34 different types of software applications 35:37 or apps that are available to be 35:41 downloaded or installed on these 35:43 electronic speech devices each app has a 36:05 variety of different choices and 36:07 features you can self program to include 36:10 the choices or the items or interests 36:16 that are specific to each person so no 36:19 device will look the same because each 36:22 person will program it differently to 36:24 make choices specific to their own life 36:27 and what their likes are dislikes etc 36:37 [Music] 37:41 [Music] 37:53 [Music] 37:59 although 38:02 good morning how are you 38:06 type Pele 38:09 all 38:13 [Music] 38:22 forehead 38:28 our 38:32 to walk 38:38 cartoons 38:44 [Music] 38:47 what 38:50 steps 38:53 Wow 38:58 cookie 39:24 sure 39:53 [Music] 40:03 what 40:17 Eddie 40:20 cookie 40:24 [Music] 40:26 yes okay I don't know sorry 40:44 you get white bread 40:55 [Music] 41:11 [Music] 41:18 [Music] 41:34 electronic speech devices vary by 41:37 ability level so you can change the 41:40 amount of choices by either increasing 41:43 or decreasing them to make the device a 41:46 little more simpler to use or for 41:50 someone that's more advanced you can 41:51 give them more categories more menu 41:54 items etc perhaps the user of this 41:58 device only needs five choices for 42:00 beverages water orange juice apple juice 42:03 milk or coconut water 42:09 [Music] 42:26 I feel 42:35 I feel I feel excited 43:01 banana pop for waffle 43:15 the bottle chewy 43:23 [Music] 43:24 [Laughter] 43:26 [Music] 43:32 [Laughter] 43:33 [Music] 43:39 [Laughter] 43:39 [Music] 43:42 [Laughter] 43:47 [Music] 43:54 [Laughter] 43:56 [Music] 43:57 [Laughter] 43:59 [Music] 44:00 [Laughter] 44:04 those eventually can graduate to an 44:07 electronic speech device but then again 44:09 those are also expensive the school 44:11 district may provide them and others 44:14 don't 44:14 parents can purchase them on their own 44:17 their personal budget and others can't 44:20 afford it so regardless if you can get 44:23 to that level or not cognitively there's 44:25 that financial aspect so if that's not a 44:29 possibility and the students not verbal 44:31 the child is not verbal then the picture 44:34 change system is probably the most 44:36 helpful way to communicate other than 44:40 American sign language American Sign 44:42 Language is another fantastic way to 44:44 communicate but when you go out into 44:46 public or you're in a social environment 44:48 other people there may not know American 44:50 Sign Language or be able to communicate 44:54 those signs hand signals and symbols to 44:58 those people 44:59 now the pec system is a little more 45:01 specific and has words on it as well as 45:04 a symbol so that could help other people 45:07 within that social setting be able to 45:10 communicate with that individual a lot 45:12 easier social skills interactions with 45:16 others kids with autism or people with 45:23 autism are generally because they see 45:26 with old pictures they are more visual 45:30 learners so the more that they can do 45:35 with visual aids such as social stories 45:38 they can use that to help understand and 45:41 process what it is that you are trying 45:43 to communicate 45:45 social stories are very helpful because 45:47 you can cheat you can teach very 45:50 important lessons to be learned about 45:55 how to use something appropriately or 45:57 how to conduct yourself appropriately 45:58 and they can see it not just through the 46:01 word but through the small pictures so 46:04 it is easier to understand when I need a 46:12 break 46:15 [Music] 46:16 in the basement 46:21 [Music] 46:22 I can ask a teacher sometimes I may have 46:37 to wait to go in the basement this is 46:52 okay I will get my break 46:59 [Music] 47:07 if I leave the room early I will not get 47:23 my break 47:27 [Music] 47:43 should people ask you if they may look 47:51 in your things no of course not now 47:56 without a warrant or probable cause 48:01 [Music] 48:04 socialization is very important - it's 48:07 definitely something that a neurotypical 48:08 person takes for granted we will go out 48:11 into the community and be able to 48:16 socialize in a very socially acceptable 48:21 manner 48:22 [Music] 50:21 you 50:21 [Music] 50:35 you 50:37 [Music] 51:03 a list of classroom rules in social 51:06 norms is also helpful keep a calm quiet 51:09 voice respect classroom materials follow 51:13 directions use your words and have kind 51:19 actions hands to self this becomes very 51:40 important once a child is late teens 51:43 because it is entering early adulthood 51:46 there are a lot of social norms that 51:48 need to be communicated so when they go 51:51 out into public and other people are not 51:55 aware and that this person has a 51:56 disability or a disability like autism 52:00 they need to be able to conduct 52:05 themselves and it's still safe for them 52:07 but also appropriate for example they 52:09 can't just start masturbating at public 52:11 playground where there are kids present 52:13 ok it has a bit of a problem when they 52:17 go into a grocery store they have to 52:18 remember that you have to pay for what 52:21 it is you want you have to take out 52:23 money or credit card or debit card etc 52:25 and pay for it taking something off the 52:28 shelf because you want it and walk and 52:30 help the door is when you get you 52:31 arrested 52:34 cooking what can I make having kids 52:50 prepare themselves a meal something as 52:55 simple as a peanut butter and jelly 52:57 sandwich can be done by using visual 53:01 instructions using verbal instructions 53:05 and trying to explain or articulate the 53:08 steps and gathering the ingredients et 53:12 cetera is not always possible for 53:15 somebody to understand if they have 53:18 autism but by seeing the visual pictures 53:24 that they understand which represent the 53:27 items that they need and the steps they 53:30 must do in order to complete the task of 53:33 making the peanut butter and jelly 53:35 sandwich can be easily done something as 53:38 easy as making a grilled cheese sandwich 53:40 can also be done by simplifying the 53:44 steps into into pictures in order and 53:51 showing the steps of how to complete the 53:56 task in a very safe but very specific 54:01 manner can be done and by using visual 54:06 instructions not just with cooking but 54:08 with completing other tasks can help a 54:13 child or individual with autism become 54:16 more independent 54:18 [Music] 55:15 I mean a stone mud hot chocolate packet 55:29 microwave whipped cream how to make hot 55:34 chocolate wash hands get a mom go to 55:39 school tear open hot chocolate packet 55:42 pour hot chocolate in mug pour water 55:50 into mud stir put mug in microwave set 56:00 the microwave for one minute please wait 56:04 get mug out of my Chloe put whipped 56:11 cream chocolate it's time to drink hot 56:16 chocolate time to clean up when you are 56:20 finished white hands right now 56:24 [Music] 56:26 clear the table wipe the table dry the 56:30 table learning goals and objectives 56:37 students will be able to do what exactly 56:42 [Music] 57:26 [Music] 57:39 [Music] 57:45 [Music] 58:08 [Music] 58:47 putting it all together it's a stressful 58:53 job I'm not gonna lie I mean it's it's 58:56 draining I come home and I am I'm really 58:58 tired I just want to take a hot shower 59:00 and light up and just hide under my 59:04 covers for like two hours 59:05 I'm ready to go out and face the world 59:06 again but it's a rewarding job I mean I 59:09 enjoy going there enjoy working with the 59:11 kids I learned something new every 59:13 single day about myself about them the 59:17 world and trying to be able to put 59:23 yourself in that their perspective and 59:25 how they see the world is it's really 59:27 fascinating the world of autism is 59:30 something that 59:33 we don't fully understand perhaps if I 59:38 had my own kids at home I would I don't 59:40 know 59:42 but each child is just marrying Inc and 59:46 has their own unique challenges of some 59:48 quirks and personality traits that 59:56 really makes them special they are 60:00 really special in their parot their 60:04 positive that's that's definitely away 60:07 some of the negative behaviors or 60:10 stereotypes that people associate with 60:12 autism or people with autism 60:16 [Music] 60:26 [Music] 60:39 [Music] 60:41 I work everyday with these kids and I 60:44 get to go home to the environment where 60:46 there is no autism and they are two 60:50 totally different universes and it's 60:53 really hard to sometimes they articulate 60:55 with other adults in my life you know 60:58 what my daily life is like what we go 61:02 through every day at work 61:04 [Music] 61:04 [Applause] 61:10 [Music] 61:24 [Music] 61:36 she was house different the world of 61:39 autism image you know repeating 61:41 something 150 to 200 times a day to the 61:44 same kid because he doesn't remember 61:47 [Music] 61:51 being aware of all these sensory issues 61:53 making sure that you know the volume in 61:55 the room is not too loud so waiting in 61:58 the room is not too bright all of these 62:00 little accommodations and then we in 62:02 that world and you go out into the 62:04 public it's difficult to go from such a 62:10 modified setting to the outside world 62:13 where nobody has awareness 62:15 nobody is accommodating to these 62:17 individuals what is happening in America 62:21 in 2018 the California Department of 62:26 Education has released a study showing 62:29 that the california public school 62:31 students that are diagnosed with autism 62:32 has dramatically increased from 2001 to 62:37 2016 62:39 [Music] 63:04 however the autism rates in America vary 63:08 slightly by state for example Alabama 63:12 has the lowest reported rate of autism 63:17 in the nation with one out of every 175 63:23 children 63:23 [Music] 63:35 now compare this to a state like New 63:38 Jersey which has a reported autism rate 63:41 of one out of every 46 children 63:46 classrooms are filling up schools all 63:49 across America in self-contained autism 63:52 classrooms autism therapeutic Day 63:54 schools are running out of space they're 63:57 running out of money 63:58 and they don't have adequate staff to be 64:01 able to support these individuals - the 64:03 best - they're the best of their 64:06 abilities 64:21 while on the train commuting I often 64:24 think about what our public education 64:26 system will look like by 2025 or 2030 64:31 [Music] 64:35 2030 what is the bigger picture there is 64:41 one organization called talked about 64:44 curing autism which often releases 64:47 information on current studies recently 64:50 they published an article about the 64:54 annual costs of autism on our society 64:58 along with the rising rates of autism 65:02 comes the rising costs in autism related 65:06 expenses their study has projected the 65:10 new cost on our society by 2025 to reach 65:15 one trillion dollars annually 65:22 that's only if the autism rates continue 65:25 to stabilize at 168 if they are at 145 65:30 or get higher these costs will also get 65:34 higher 65:58 what is the solution well the solution 66:00 is going to be more funding and more 66:02 understanding and it's just an overall 66:04 societal change 66:06 starting with probably pop culture in 66:10 the mainstream media we need to start 66:12 having more programs and more television 66:15 shows talking about autism related 66:18 topics whether it's having TV shows with 66:24 characters that have disabilities such 66:27 as autism that may be not verbal and 66:31 Sesame Street actually has a character 66:34 with autism named Julia which is a start 66:37 but it took 40 years to get here Sesame 66:41 Street's on the right right track but 66:43 what about all the other networks that 66:47 could have shows cable networks regular 66:51 television networks they too should be 66:55 broadcasting more shows and having more 66:59 news broadcasts and information about 67:04 autism and autism related topics 67:07 especially those that are more positive 67:09 and staying away from you know that 67:13 negativity some of the stereotypes or 67:17 you know some of that fatalism kind of 67:19 mentality that if you have a child with 67:22 autism that's it your family's ruined at 67:24 you or ruined the child ruin know 67:27 everyone has potential and it's just a 67:30 matter of unlocking that potential 67:38 I think about how long is it going to 67:42 take our society to wake up and make the 67:45 appropriate adjustments to accommodate 67:47 this rapidly growing population of kids 67:50 with autism 67:51 [Music] 67:59 these kids are going to become teenagers 68:01 which are then going to become adults 68:03 which are then eventually going to be in 68:06 the adult population so we have to help 68:10 them with their skills with these early 68:12 intervention program now while the 68:15 younger they are younger so they can use 68:18 those skills that have a higher quality 68:19 of life because regardless if that 68:22 doesn't happen the public's support 68:25 safety nets are going to have to kick in 68:27 to support them for 22 or 23 until age 68:31 60 70 or 80 whether it be in a group 68:36 home or large residential facility 68:38 nursing homes etc that's something we're 68:42 going to have to or won't have to think 68:44 about that and then of course you know 68:47 on the state local and federal level 68:49 there needs to be funding 68:50 [Music] 69:25 [Music] 69:45 [Music]29952