I'll let the OT start, I was going to say.

Well, I think that we know that there are many factors that are part of why there's a large percentage of autistic individuals who are non-speakers, right? They say upwards of 30%.

of autistic individuals will not develop reliable spoken language.

And one of those factors that we look at is motor ability and praxis.

And you'll hear a lot of people talking about apraxia.

And for a long time, people focused on oral motor praxis, And can people form speech sounds and those types of things? But now people are kind of like taking a step back and understanding these issues of praxis are actually global issues for individuals, which impact kind of all aspects of interacting with the environment, which means things like praxis and motor planning, not just for producing speech sounds, but for being able to use American Sign Language or British Sign Language or another form of sign, gestural communication, being able to reliably get their body to move in ways that they're thinking that they want to move their body is impacted.

And there's a large body of research that's been, is emerging.

So I think I'm excited not just to see more research, but more research from a range of disciplines and using a range of methodologies to sort of broaden our picture of non-speakers.

And I think autistically, I couldn't figure out how can I help him find the way and then i was as i suppose everyone was during the pandemic i was watching everything and learning everything i could youtube and i was like i was listening to yourselves i probably watched a bit so if you got like lots of views it's probably me because i was like oh this is amazing how will i how will i use all of this incredible information so i suppose that's my journey started with autism level up was trying to help my son and then i started to follow yourselves on facebook and instagram but primarily facebook you're you're like prolific with all of your great resources and links and even when you shared it could have been the other day I don't have it here I think it's over there it was something about hand over hand you shared recently or maybe a little while ago and then I was like oh my god this needs to go into all the schools and everybody needs to know that there are all because I think sometimes people might think there's only one way but there's lots of different ways to support people and there's lots of incredible new affirmative ways I suppose moving on then from I suppose the initial okay we're going to get started make this what we want to do I suppose how did you then maybe decide on the this monster of a resource I say monster really positively like how did you go from I think we need to do this and now you're like helping millions of people all over the world with this incredible framework so I suppose was that the impetus then I suppose your own kind of experiences Jack and then to and you kind of teamed up then to work on this together

So obviously I've worked with autistic individuals for quite some time and then it just became through supporting Jacqueline and kind of infusing her brilliance.

I will tell anybody who asks, this is the best work that I have ever done.

The most important work I've ever done.

But as we started creating tools, like at first we created that energy meter, which some people might be familiar with, but it's basically ranges from six levels and you've got a really high energy at the top.

Oh, look, she's got things coming out.

You've got a really high energy at the top.

And she said, for an autistic person with an intellectual disability who's primarily non-speaking but uses a speech device, how might they introduce or support them, say, to understand how to use the energy meter? Or what might you suggest?