 So to tie all of this up, I'm going to talk to us about the right to effective intervention. Now, caring for individuals that have got special needs and people that have autism is very tricky and delicate. But there are some things that we need to put in place before we can actually do this. And I've narrowed them down into six. So first being properly trained professionals, the technicians that work with these individuals on a daily basis, having a program that's implemented and monitored by the right professionals and policies, policies, government policies, policies in the workplace, parental training. They have to have that training done as well. Patients write to evidence-based service, and then the person-centered service. What do I mean by properly trained technicians? These are the people that work with these individuals, the children or persons with autism on a day-to-day basis, implementing programs that have been designed. So you have a diagnosis, you have assessments, and following that, programs are developed that will help close the gaps and transfer skills that these individuals are learning. So these technicians need to be properly trained in how to decipher those programs and then use them to train up these individuals' skill acquisition. And whilst they are doing that, they need to be supervised. And that's where program implementation and monitoring comes in. So they just don't take the program and run off on their own. People need to be supervised. So for instance, if you're working with me, I need to develop that program. I need to see that you're implementing it properly because the skill transfer process is akin to dispensing medication. And we'll agree that if we dispense the wrong medication, that individual in this sense can either be damaged or just stagnated. So we want to monitor what's being done to be sure that the program's been implemented correctly, effectively, and efficiently. And that's done through data gathering, and then we review the data and we move on. The next step would be, okay, so we've trained all these people and we've designed the program. Do we have policies in place that would actually guide all of this? And that's where we believe not just the organizational policies come in, but we also have government policies. What are we doing as a people? What are we doing as a nation? What's out there? Are there guidelines? My colleagues have touched a little bit on that, but we're thinking of are there bodies? Are there organizations that have been empowered to have an oversight on what's going on? How these individuals, how the children are being handled? And then talk about the parents. It'll be good for parents to enlighten themselves. We can't overemphasize that. And I say to people, there are 24 hours in a day. If I as a service provider, either a teacher or, you know, working on skill acquisition, I have your child for eight hours, there are still 16 hours left that you're going to spend. So unless you give your child pettidine, okay, they're going to be awake for at least eight hours of the day. But without the pettidine, they can, you know, you give them, they sleep for the 16 hours or probably tap them to eat. So the more the parents are trained to recognize the child's need and not stay on the path of it's not my portion, the better they are able to see what's going on with their child and also implement the same program and the same plan when that service provider is in there. Now for advocacy, the patients, the child's right is paramount. And they must be treated, that's the word we use, or the intervention, the program must be evidence-based. What do I mean by that? You have to use skill acquisition strategies that have been proven to be successful. They've been tested, research has gone on, it's been documented. We'll take, for instance, the science of applied behavior analysis. A lot of people challenge us, walking around and saying, oh, I'm an ABA practitioner, I'm a therapist, I'm a this, I'm a that. Nothing wrong with that. But again, for parents, you need to be asking the question, what are you doing? How are you implementing this plan? How is my child going to get better? Where is the evidence? Not sufficient to just go on Google or YouTube or wherever and pull up something. Yes, these are all nice, you get some information from it. But we need to know what you're doing. It's got to be research-driven, not hearsay. And then ensure that the service you're providing is person-centered. Now what do we mean by that? That individual that you're working with, you've got to take their opinion into account, especially as they get older. If it's a two-year-old, three-year-old, a minor, yes, the parent comes in because they are the ones giving consent. But when the child is deemed to have capacity, it's important that we have a discussion with that child, that individual, that learner and ask questions, how do you want this to be done? Or this is what I'm about to do, what do you think of it? And so on and so forth. And it's not, again, for person-centered service. It's not about the mother, father, greater family. Yes, they're important as part of the clientele. But it is about that individual that is on the spectrum that has the need. We need to ensure that whatever we're doing, we carry them along. And everything is about that person. It's not about the parent's emotion, I'm sorry to say, but about the child's own emotion and needs. Legend in the building. Legend. I think that any viewer watching that, your piece just then, who just happens to be at the right place at the right time watching this just receive their blessing. You hit on so many important points. And I think sometimes that the emphasis on the role the parent plays is not enough. We know you're the parent, you're looking after the child, but actually in the intervention of the child. Parenting is just not clothing the child, making sure that they're eating. It's actually getting involved in the academics, in the education, and for children who are on the spectrum and have other needs, actually getting involved in the interventions. But why do you think so many parents are kind of ahead in the sand, are so resistant? Because Miss Adebemahine, you must hit this wall every day of the week. What do you do when parents who, let's just say, are often the problem, how do you approach it? Because at the end of the day it's the child that we're looking out for. There are quite a number of ways that I'm aware of. One of them is to sometimes you've had to go around the parent to work with the child, hoping that by the time the child begins to make the progress, the parent comes on board. And that has happened a number of times really. And another way is to give them the exposure, to listen to experts, so that they are able to tie the pieces together. They don't need anybody then to come in and tell them, I think there's something happening here with Peter. Because if you've heard people talk about it, the people who know, you've heard different case studies, then you're able to fall in line and we find that those ways actually do work. To add to that, and I would say that yes, we meet those kind of parents. We meet those parents often. And I would use an example. There's this little light at the centre. I would call them lights, by the way. And we're doing great. Then something happened and we noticed behaviour contracts. Behaviour contracts is at different environments, different settings. The child knows what was right at this setting. Oh, this is the centre. I will behave well. I will behave appropriately. But as soon as I leave the centre, oh, yes. No one is watching me here. And I can behave the way I want to. At that point, I hit a brick wall. Like, what's going on? I know something changed. And I called up my supervisor. It was a legend. And I said, I actually presented the case. Like, what's going on here? And the beautiful thing about ABA is evidence-based data-driven is observable. And we've been collecting data. We could pinpoint the exact time when those behaviour contracts began. And then we invited the parents. The evidence speaks for... Evidence speaks for itself. And at that point, the parents knew, oh, this is what happened. So can we not... Because we can't keep dancing around the parents. The truth is they would spoil your walk. The parents can't spoil your walk. You've been walking so hard. And now the parents are doing certain things. When you have data, you have evidence. You have everything just right in front. Then the parents know that, oh, this actually is my fault. It's not. So I have one quick thing to say. I think that is what I find missing with service providers. The meanings you have someone that has walked in, and you are about to start with providing intervention with a child. I feel like the intervention should not be just for the child. When we are making intervention, at the back of our mind, that plan that you're drawing up should also say on X amount of times or hours, you as the parents have to have X number of training, X number of... Because only until we do that, before we can have a holistic approach. So if you were coming to our center, for instance, the first thing that we do, I mean, apart from... Once you've read the contract, you are not starting until you read the contract. And the contract stipulates that the parent and every individual in that organism's space must be trained. And the minimum training the parents get is the behavior technician level training. So we have people who get the training, and we ask them who are the significant others. Recently we had a grandmother, the nanny, the caregiver in the house, mommy, everybody, five of them from the family do the training. So we don't... For our center, I don't know about others, but that's what we mean about the parent training. So everybody has to get trained. So as long as you're in that individual space, we demand... And for us, it's not just about the training. So as we're collecting data in the center, you're collecting data at home. We give you the exact same plan. So if we say today we're working on sitting down for two minutes or 20 seconds, you get the exact same thing to do at home. Absolutely. And we call in our parents, we call them to order. We've had people and our own parents know the parents that come to us for service. They know some of them go, oh, oops, am I in trouble? And I'm like, yes, you are. I say to them, we've had your child for X period of time. These are the milestones. Look at the data. Okay. And like you say, see when it starts. Are you satisfied with what progress your child has made? If your response is yes, then please it's time to end the contract and the relationship. But most times they don't. They want more. So yes, I hear you. And that's what I mean by parent training, getting the right thing. Everybody has to be on board. I could add to that briefly and say that with ABA we say whose behaviour are you really looking at? We are looking at the behaviour of the individual. So the intervention, yes, everyone has to be on board. We are all looking at the behaviour of that organism. Not the behaviour. I don't really, it's not my business that the parent wants to go off their way. As long as they are trained and the right person, the right caregiver is there. It's the primary person. Because the focus for me is the organism. But then I can't really get to the organism if you don't take all the stakeholders into consideration. Into consideration? I think it's the chicken and the eggs. I know. A lovely conversation to keep going. But we're going to go on a short break and when we come back, Joinsola will be up.