 All four. Oh, good balance. My name is Lisa Vetch and I'm an occupational therapist with the Early Learning Team. And then jump with two feet again. So the first broad-based strategy actually came to fruition as a result of a conversation I had with the teacher, but a child in the class who had motor planning issues. So we had a discussion about some of the strategies for this individual children and the teacher expanded the strategy to include the whole class by providing an obstacle course for all of the children in the class. All of the children are required to do the same motor movements that the child with the identified needs would be doing. So going under and over and balancing using their core strength would all be activities that all the children would benefit from. I'll point out where the lines are. The next activity did was a small group activity. So we were working on efficiency of movement and endurance. I had the children positioned on their stomachs and doing some independent drawing. Being positioned on their stomach encourages shoulder stability and puts their forearm in a proper position so that they can write and draw in a more functional position. As well, completing activities at the easel also will encourage shoulder stability and put the wrist in a good position for the use of tools. Activities as simple as using a pin with their thumb and index can actually be working towards a proper and a mature tripod grasp. Some of the children that we work with have difficulties forming letters properly starting at the bottom instead of the top and going from right to left. So the app that we used on the iPad guided the child where to start the letter properly and then gave reinforcements at three different levels. I think a lot of the success comes from seeing their peers doing the same activities. I think children better learn from their peers than adults because they see that they're able to do it and they're really motivated to try to model what their peers are doing. I think when I go into the classroom and I see some of the strategies that are being used, it's reaffirming that it actually does work in the classroom that some of the strategies are making an impact on the teacher and that they're actually grasping some of those skills that we want them to and implementing those with the children so that we're not necessarily having to be there for the treatment to occur.