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Episode 2: Accommodations and Executive Functioning · Autism Unmasked

• 0:08
  Autumn Reely: You know I feel like we have in our society we make people feel like they are different than everyone else because they need accommodations or you know may need some additional supports. And I hope that we can one day get to a point where we can accept the fact that every single person is different.
• 0:35
  Isabel: This is Autism Unmasked a conversational podcast focused on exploring complex topics through open, inclusive conversation.
• 0:48
  Isabel: Welcome to our first full episode of Autism Unmasked, I'm Isabel...
• 0:53
  Kel: And I'm Kel. Today we are talking about executive functioning and how to understand and access accommodations across different life stages.
• Isabel: If you aren't familiar with what these terms mean, here's a quick overview. Executive functioning refers to a set of cognitive skills that help individuals plan, organize and manage tasks. While executive dysfunction refers to difficulties in these areas. Accommodations are changes to how a student learns and demonstrates their knowledge without altering the learning expectations or content. I know personally that I have only just started to understand what executive dysfunction is and ways to help manage it at the age of 31. Looking back I am not sure how I survived through high school.
• Kel: I can relate as I also had a difficult time adjusting both in middle school when I got my accommodations taken away and getting them back in a different way in my second year of college.
• Isabel: That sounds very frustrating. I do know that the information today will be helpful for us and our audience. Maybe you're a parent looking for information on how the accommodation process works, you could be a self-advocate wanting to pick up some tools and tips to help with executive functioning in daily life, or maybe you're a professional hoping to understand more about what your students and their parents may need from you in terms of support.
• Kel: There really is something for everyone. Alright, it's time to hear directly from our guest Autumn. She has so much insight to share, so let's dive into our interview.
• Isabel: Today we are joined by Autumn Reely, director of Special Education and Student Services for the Camp Hill School District in Central Pennsylvania. Welcome Autumn, thank you for joining us today I'm so excited to talk to you.
• Autumn Reely: Yeah, thanks for having me. I'm really excited to be here.
• 2:57
  Autumn Reely: Sure. So my background is in primarily education. This is, I think it's my 23rd year going into education altogether, I started out as a teacher. I have taught regular education. I have taught special education at the middle level, and I worked primarily
• 0:57
  Autumn Reely: with students with emotional and behavioral disorders at the middle level. For 5 years I taught that classroom I was a behavior specialist, and then I moved to a special education supervisor, and I was a director in a previous district, and now it led me to where I am as director of special education and student services.
• 1:25
  Isabel M Paterson: A long journey. I feel like that's good, though, that you got to kind of see the work from a a bunch of different roles, and like like not just the teacher role or not. Just the like administrative role.
• 1:42
  Autumn Reely: Definitely helps with perspective.
• 1:44
  Isabel M Paterson: Yeah, yeah, I'm sure.
• 1:46
  Isabel M Paterson: So I know many people have heard of ieps and 504 plans and all that.
• 1:56
  Isabel M Paterson: But things tend to get murky after high school.
• 1:59
  Isabel M Paterson: Can you walk us through differences between school accommodations, college supports and what's available in the workplace.
• 2:06
  Autumn Reely: Sure. So to start off in school setting K to 12. So you know we have. We have the availability of Ieps for students who would qualify as well as students with 504 accommodation plans, who would also qualify with a disability. And typically within the school setting, we're looking at academic
• 2:32
  Autumn Reely: supports. For the most part, everything that we're doing is to guide the student to be successful academically in the school setting, and that can be not just academically, but also socially, emotionally. So you can have accommodation plans put in place for
• 2:51
  Autumn Reely: academic things, such as extended time on assignments and tests. And we chunk larger projects. Those are very common, being able to take breaks during instruction as well as any long tests or testing in a different environment.
• 3:09
  Autumn Reely: Having some support with, you know, note taking skills and and being able to preview the materials prior to class are some really common things that we've done academically.
• 3:24
  Autumn Reely: students can also have behavior plans with justifiable 4 service agreement. And those are, you know, things where we're addressing and trying to teach appropriate behaviors and reinforce appropriate behaviors to help them be successful if that's the the main issue that is causing them to struggle.
• 3:47
  Autumn Reely: and I guess moving into college certainly is very similar, but it becomes, you know, a little bit different. You will still commonly see I do teach college courses, so I will commonly have students come to me with service plans, and they work with their advisor for those accommodations. There is a lot of extended time. There's a lot of like provision of
• 4:12
  Autumn Reely: outlines or notes that the professor is using for providing instruction, not giving the answers, but providing that information
• 4:23
  Autumn Reely: in advance of class, as well as for that student to have the opportunity to utilize those things, to study. You also see assistive technology. So there are now, with AI
• 4:38
  Autumn Reely: and the ability to take for it to assist and take notes. There's a lot of doors that are opening with that as well. So that's actually kind of new, like, we're still working through what that looks like, both in the school and you know, at the college and university level. But it certainly opens up doors for some accommodations to be made easier for people. So I mean, that's an exciting part.
• 5:06
  Autumn Reely: Sometimes we have flexibility with attendance based on, you know, the disability and the need. But with the 504 Service Agreement there's no changes or modifications to the curriculum or the content. It's the accommodations to be able to appropriately access that.
• 5:28
  Autumn Reely: And then workplace really changes a little bit differently, because that specifically, is under Ada. So we're no longer focusing on any academic supports. And those things are reasonable accommodations in the workplace for an individual to be able to, you know, be successful at their job, and that can also be modified. Schedules, sometimes changing a job position like a transfer to a different position if necessary.
• 5:58
  Autumn Reely: We've seen like physical modifications. And that's just from experience. In taking, we take students out onto work sites, so we oftentimes will work with the employer to help with some modifications and things like that in order for those students to access it. But it would be typically the same as you know, an adult who would need those
• 6:24
  Autumn Reely: services as well. So sometimes job responsibilities can be adjusted as long as it's not eliminating the core functions of the job, and the individual is still be able to perform the necessary job functions.
• 6:42
  Isabel M Paterson: I think I
• 6:44
  Isabel M Paterson: I wasn't even thinking about AI. That's really I mean, it is exciting. But it's really interesting, too, that that's.
• 6:50
  Autumn Reely: That would be.
• 6:50
  Isabel M Paterson: Utilized for assistive technology.
• 6:54
  Autumn Reely: Yes, we actually, our school district is is currently I can speak from our experiences. We are currently looking at our policy for AI, because no one had one and AI appeared. And now we have to figure it out. So we have a policy and procedure. And we're actually doing some professional development with our teachers at the beginning of the year to talk through how we want to embrace this. So how can we help our students
• 7:23
  Autumn Reely: use this appropriately?
• 7:26
  Isabel M Paterson: Right, but not like not having like no regulations. I feel like that's probably happening a lot of places.
• 7:32
  Autumn Reely: Yes, absolutely.
• 7:39
  Isabel M Paterson: Oh, it just made my fault, we can. I was gonna say this, actually the start. So this is a good time. If there's anything you want to like, re, say, or pause, or whatever we can always edit stuff out. So okay.
• 7:53
  Autumn Reely: Thanks.
• 7:56
  Isabel M Paterson: What is the process of requesting accommodations, and what are some tips to make it smoother?
• 8:03
  Autumn Reely: Yeah. So the general process for requesting accommodations at the school level, it's going to be mostly on the parent students can absolutely request them, the older that they get. But we do have students, K to 12, and some of them are not able to self advocate at that point. So reaching out to it could be any school I would recommend school counselor, or the principal or
• 8:28
  Autumn Reely: you know, whoever is the special education or student services director, and providing those requests in writing is certainly the best same at college level. There's always an office
• 8:45
  Autumn Reely: for student services that would manage or coordinate any requests for any accommodations. And
• 8:55
  Autumn Reely: if you're looking at the workplace, the 1st place that I would recommend starting is human resources, and, you know, making an appointment with the Human Resources director, and providing those requests in writing to that person and making sure that you're keeping a copy of that, that they have a copy of. You know what your requests are and be as specific as possible.
• 9:19
  Autumn Reely: Then, typically at the school level, there's usually well, not usually there is an evaluation process that we go through
• 9:26
  Autumn Reely: for a 504 Service agreement, and we do have to have documentation of a disability. And that documentation can be from a medical doctor, a psychologist, a psychiatrist, a therapist, a counselor, anyone that that student is seeing that has the ability to, you know, identify those needs and make that determination.
• 9:52
  Autumn Reely: And then we would move forward with determining whether or not this is impacting the students. Major life function, and for us as a school learning would be one of them. And you know, in the college same thing it would be learning. If we're looking at the workplace. It would be their ability to perform their job functions, so they would need those accommodations to be able to perform those job functions. And then that's that
• 10:20
  Autumn Reely: there should be some sort of formal written plan. So for us, at the school level it would be a 504 service agreement at the college level. It would be an accommodations plan, which is the same thing
• 10:32
  Autumn Reely: as a 5 0 4 service agreement for the most part
• 10:35
  Autumn Reely: that lists those accommodations, and then in the workplace. The the Hr director should issue a written
• 10:45
  Autumn Reely: plan to whoever supervises the individual, so that everyone is aware of what accommodations that person should be getting.
• 10:56
  Isabel M Paterson: I know you you said about you would need an actual diagnosis. For folks who struggle with like executive functioning, organization, memory or task initiation.
• 11:10
  Isabel M Paterson: What kinds of accommodations are typically available, especially if they don't have a formal diagnosis.
• 11:16
  Autumn Reely: Sure. So with executive functioning in and of itself, it typically is not a standalone. At this point it usually is in conjunction with another disability. So Adhd, or autism, or learning disabilities? So I mean there, there certainly are some informal ways to get accommodations, and you can absolutely request those without having a formal plan.
• 11:44
  Autumn Reely: and I know a lot of times. And just speaking from school experience, a lot of our teachers will not. If a student goes to a teacher and says it really helps me. If you gave me like skeleton notes that I could fill something in. I don't know a teacher who wouldn't say Okay, and and be totally fine with that.
• 12:05
  Isabel M Paterson: If it's helpful. Yeah, right?
• 12:06
  Autumn Reely: Right, and and I would say the same thing, you know, at the college level, although
• 12:12
  Autumn Reely: professors might be a little bit more strict on that only because, you know, you're talking about a different level of education.
• 12:19
  Autumn Reely: and even at the workplace, depending on how minor I'll use the word minor. The accommodations might be like, you know, if, if, for example, you struggle with time management, and there's an ability to be able to adjust your your schedule to come in a little bit later. You can still perform all those job functions. Those options might be there without a formal plan put in place.
• 12:48
  Autumn Reely: So I mean, it doesn't hurt, certainly, to explore those, you know before you would go the formal route. But yeah.
• 12:56
  Isabel M Paterson: Okay, yeah, that makes sense.
• 13:01
  Isabel M Paterson: Some listeners may be nervous to ask for accommodations because they're afraid of being seen as difficult or like, they're asking for special treatment. What would you say to someone who feels that way?
• 13:13
  Autumn Reely: Well, so accommodations are not special treatment. They are not meant to give one person an advantage over the other. The purpose of accommodations is to basically level the playing field and provide the same access. And for everybody that looks different, everybody is different. And
• 13:34
  Autumn Reely: even though you know, it seems like the mass majority of people, can function in a certain manner, and that might be true. We all internally have to make our own adjustments and accommodate ourselves right? So I would say that asking for accommodations under the law is a civil right?
• 13:56
  Autumn Reely: So it certainly should never be seen as a bother, and I feel like if someone is requesting those, then the person they're requesting them from is not doing the right thing. If they're making them feel like they shouldn't be.
• 14:12
  Autumn Reely: Aside from that, there's there's no
• 14:16
  Autumn Reely: I feel like we look at individuals with disabilities as being different. And I don't typically like that. I like the fact that we're all diverse. And we all have different ways that we manage things. And and we're able to access things. And so I would hope that people would understand
• 14:39
  Autumn Reely: that if it's something that they need in order to perform this function, then that's something that they absolutely have a right to ask for.
• 14:49
  Isabel M Paterson: Yeah, that makes sense. I think that's a really good way of putting it to that. Like people. It's just the way people think differently and have different brains, you know, like not everybody is the same. But then going to school is more structured. So that's when it comes to the accommodations to be able to function in something that is more structured and kind of regulated.
• 15:14
  Autumn Reely: Yes.
• 15:15
  Autumn Reely: Yeah.
• 15:18
  Isabel M Paterson: Can you talk about how accommodations aren't just academic? They're they're also about access to life.
• 15:27
  Autumn Reely: Sure. And it's also about independence to be able to live right. And so even in the school setting, when students become older, we change our focus. So individuals, you know, with more significant disabilities, our focus changes from more
• 15:44
  Autumn Reely: of an academic perspective to a life after high school. What are you going to do once you leave high school, and that really becomes our focus, and we want them to be able to live a life of independence as independent as they possibly can.
• 15:59
  Autumn Reely: with dignity, with the ability to care for themselves to the extent that they possibly can.
• 16:05
  Autumn Reely: and to be able to fully participate in their community. We want them to fully participate in society and have the ability to do those things and just be able to live happily, just like everybody else does. So
• 16:23
  Autumn Reely: it's not just about, you know, doing homework and being able to
• 16:29
  Autumn Reely: accommodate those things. But it's also just about life in general. And I think, too like if I had a surgery, for example, and I had to be in a wheelchair temporarily, in order to get into my office, if we would have to have you know, I'd have to have certain accommodations for that temporarily, in order to do my job. It's really no different
• 16:52
  Autumn Reely: having access to my life functions. And what I would like to do.
• 16:58
  Autumn Reely: So, yeah, that that would be the focus is to be able to fully participate in in one's community.
• 17:05
  Isabel M Paterson: And like gaining life skills, too.
• 17:07
  Autumn Reely: Yes.
• 17:08
  Isabel M Paterson: Yeah.
• 17:09
  Autumn Reely: Yes.
• 17:15
  Isabel M Paterson: What should someone do if they're denied accommodation? Oh, my gosh, hold on! Let me repeat that.
• 17:23
  Isabel M Paterson: Yeah is mowing outside.
• 17:29
  Isabel M Paterson: Okay, I don't know if you could hear that. But it's really loud.
• 17:32
  Autumn Reely: I can't hear it now.
• 17:33
  Isabel M Paterson: Okay. Good.
• 17:35
  Isabel M Paterson: Alright. What should someone do if they're denied accommodations by a professor, a boss, or even a disability services office.
• 17:44
  Autumn Reely: Yeah, I thought about that a lot.
• 17:46
  Autumn Reely: I have a pleasure doesn't happen.
• 17:48
  Isabel M Paterson: Yeah.
• 17:49
  Autumn Reely: Certainly, though, you know, if you have a disability, reasonable accommodations are afforded under the law, and so I would. My recommendation would be certainly to restate your request in writing, and make sure that it's provided to that person, and that they have a clear understanding that you have a documented disability. And this is what it is, and this is the accommodation that you're requesting.
• 18:16
  Autumn Reely: If that still is met with some resistance, then certainly moving up the chain of command. So within the school, you know, a lot of that will probably fall on the parent, but within the school setting it would be moving from the teacher to the principal. And then, you know, typically a director of student services such as myself. That's our job. Our job is to make sure that those accommodations and needs are being met. For all of the students
• 18:44
  Autumn Reely: within a college students are typically assigned advisors. So going through that
• 18:52
  Autumn Reely: within the work setting human resources. If we're still meeting with resistance, then there are advocacy groups.
• 19:01
  Autumn Reely: and the office of civil rights certainly will help any individual who feels that they are being denied reasonable accommodations, and they provide that as a free service. So if you are continually hitting a roadblock with whatever agency or you're working, whether it's school, college, or your workplace, then that certainly is
• 19:27
  Autumn Reely: a place to start. There's also the office of
• 19:36
  Autumn Reely: Well, I forget the one, for when you're hold, I wrote it down. So this is where I'm gonna
• 19:42
  Autumn Reely: you're gonna probably have to edit this out employment one equal opportunity. Okay? So there's also the office of the equal Opportunity commissions office for complaints for specific to the workplace. If human resources is not moving forward with providing those necessary accommodations.
• 20:05
  Isabel M Paterson: Yeah, hopefully, it doesn't obviously get to that point. But that's good. That.
• 20:09
  Autumn Reely: I hope so too.
• 20:10
  Isabel M Paterson: Yeah. Cause if you know, it's it's nice to actually have like, be able to see what
• 20:17
  Isabel M Paterson: where to go next, and what step after that. And what step after that? Because I feel like a lot of people. If they get denied services, they would be discouraged and not know like they can. Some people probably don't even know they can appeal. The decision.
• 20:31
  Autumn Reely: Right. And it happens, unfortunately, it happens. And you know there's a necessity to go through those steps.
• 20:39
  Isabel M Paterson: Yeah.
• 20:39
  Autumn Reely: But yeah.
• 20:43
  Isabel M Paterson: Quickly going back to executive functioning.
• 20:46
  Autumn Reely: Sure.
• 20:46
  Isabel M Paterson: What? What are some tips or tools you would recommend to support executive functioning outside of formal accommodations.
• 20:55
  Autumn Reely: Sure. So I think as an individual. So it's really different, based on you know what what works for us as an individual. But there are some major things that certainly help. I'll also say this with executive functioning. You know that that
• 21:11
  Autumn Reely: the
• 21:12
  Autumn Reely: prefrontal cortex of the brain. The research always tells us this. I say this every single time we talk about executive functioning within our team meetings
• 21:23
  Autumn Reely: it doesn't fully develop until between ages 25 and 27. So any students that we're working with are not going to have fully developed executive functioning, we still teach it. And we still work on those skills. So everybody struggles with this to a certain extent, right? There are, however, some individuals that struggle much more greatly with it. I happen to be one.
• 21:46
  Autumn Reely: so you might have picked the right person for this.
• 21:50
  Autumn Reely: So personally, I have found kind of building as as much of a structured routine as I can, and understanding that I have to have flexibility in there, because my job in and of itself is all about flexibility and life is about flexibility.
• 22:07
  Autumn Reely: but just kind of building those routines. You have work or school, and then you know the certain things that you do. After that
• 22:16
  Autumn Reely: I have also found that I cannot live without a calendar. So I have one calendar, and I even put for me. Personally. I have my work calendar, and I put even my personal appointments on my work calendar. Not that I'm recommending that everybody do that. I can make them private, but having a calendar where you're keeping all of the events don't have multiple calendars. I did that before. And then I wasn't showing up to things
• 22:45
  Autumn Reely: because I was forgetting.
• 22:48
  Autumn Reely: I set reminders for things that I have to do. So I don't forget. For example, I had to submit midterms for the the course I'm teaching this summer, and I had an alarm last night. Go off at a certain time. Don't forget that you have to submit midterm grades.
• 23:06
  Autumn Reely: So, utilizing those things.
• 23:10
  Autumn Reely: There are plenty of apps on the phone. I know that Google keep, or Microsoft to do will allow you to create A to do list that you can check off.
• 23:19
  Autumn Reely: which I love and makes me feel good when I can check them off. I even do low tech things. I like to write things down on sticky notes, and then it makes me feel good to tear them up whenever I've completed the task.
• 23:32
  Isabel M Paterson: I've definitely done that, too.
• 23:33
  Autumn Reely: Yeah. So a lot of times it's based off of, you know what works for you as an individual, because I have tried things that other people have suggested in regard to like note keeping that I didn't like. Somebody bought me a rocket book one time where you can keep, and she.
• 23:51
  Isabel M Paterson: I have one of those. Yeah, yeah.
• 23:53
  Autumn Reely: Thought it was wonderful.
• 23:54
  Isabel M Paterson: Microwave it to like, erase the.
• 23:57
  Autumn Reely: Yeah, I think it's right.
• 23:58
  Isabel M Paterson: Very strange.
• 23:59
  Isabel M Paterson: And I I thought, this is this is not helping me at all. But I you know I did find another.
• 24:07
  Autumn Reely: Like I used an ipad to keep notes, and I could keep them organized in files. And so that works for me. So a lot of it, too, is looking at. Where do I struggle the most? What do I need to focus on? And then trying things that are going to help you. Certainly. Taking suggestions from other people is fine. But sometimes those things that work for other people aren't gonna work for for you. And I found that, too, but
• 24:37
  Autumn Reely: as organized as you can, keeping all of those things and events that you have to do, and that would even be homework, you know, even setting timers for homework, or, you know, setting alarms, for when you need to leave
• 24:51
  Autumn Reely: soccer practice and make sure that you don't forget to do your reading assignment that evening. So things like that. And we teach students that
• 25:04
  Autumn Reely: and we try to get them, even though phones are not used a lot in school. We have them put their phones away. During academics. We do utilize their phones because they all have their phones in their hands all the time when they're not with us, so we teach them to use the things that are accessible to them.
• 25:23
  Isabel M Paterson: Yeah, I know. I mean, I I have been diagnosed with Adhd as an adult. I know I've had it since I was a kid. But working at this job both Kel and I were hybrid. So most of the time we're working from home so definitely having like that structure is
• 25:42
  Isabel M Paterson: I very. It's almost like I I it's not even like helpful. It's like a necessity.
• 25:49
  Autumn Reely: Yes, yes, I agree. Yeah, that was an adjustment during Covid for me when schools and we had to work from home. And I really had to.
• 25:59
  Autumn Reely: I also struggled then to to separate work and home like. Then it just became like work was all day every day.
• 26:07
  Autumn Reely: and I had to. Finally, that's where the structured schedule came into play. And I was like, Okay, I'm going to work on these things from this time to this time, and then I'm going to take a break, and then I'm good. So you know, also not getting yourself burnt out or overwhelmed because you're trying to complete a whole bunch of tasks. But
• 26:27
  Autumn Reely: yes, I do not wish to ever relive that again.
• 26:33
  Isabel M Paterson: Yeah, it's all time kind of blended together.
• 26:37
  Autumn Reely: Yes.
• 26:38
  Isabel M Paterson: Oh.
• 26:41
  Isabel M Paterson: before we wrap up, if someone listening is just starting their journey into self-advocacy, maybe they're realizing they need support for the 1st time. What would you most want them to know?
• 26:55
  Autumn Reely: I think that I would want them to understand.
• 27:00
  Autumn Reely: kind of going back to what I had said earlier is, you know, I feel like we have in our society. We make people feel like they're different from everybody else, because
• 27:14
  Autumn Reely: they need accommodations, or.
• 27:17
  Autumn Reely: you know, may need some additional supports, and I hope that we can one day get to a point where we accept the fact that every single person is different. And just because you need accommodations and supports does not make you a burden at all. You have every right to be able to access those things, to live your life to the fullest, and I hope that they would understand that, and never feel
• 27:45
  Autumn Reely: guilty or or badly about themselves, because they were in need of accommodations.
• 27:53
  Isabel M Paterson: Yeah, I remember, I feel like it was a teacher or something actually, that told me that I just remember that you can take up space, and it seems like that's pretty similar to what you're saying to like.
• 28:07
  Isabel M Paterson: You don't have to like shrink yourself, or, you know, change or or mask.
• 28:15
  Autumn Reely: Cast.
• 28:15
  Isabel M Paterson: To to, you know, survive. Yeah.
• 28:20
  Autumn Reely: Great.
• 28:21
  Isabel M Paterson: And I had a similar one.
• 28:23
  Autumn Reely: Beautiful as a people. I think, like we, we're all people and.
• 28:27
  Isabel M Paterson: And then, yeah.
• 28:27
  Autumn Reely: You know.
• 28:29
  Autumn Reely: Yeah, I struggle with that. I I wish that we had a different mindset overall. But.
• 28:37
  Isabel M Paterson: Maybe one day we'll get there.
• 28:39
  Isabel M Paterson: Yeah, maybe we're using something. Yeah, I
• 28:44
  Isabel M Paterson: I'm I've like, been replaying moments in my head where, like
• 28:49
  Isabel M Paterson: my sister, had so many problems with getting the accommodation she needed, and it was
• 28:56
  Isabel M Paterson: for something as serious as epilepsy, and like
• 29:00
  Isabel M Paterson: teachers just giving her such a hard time, and I remember my mom constantly having to go up the chain to be like, Hey, you are not following the accommodations like
• 29:11
  Isabel M Paterson: my sister could have a seizure, and it would right
• 29:17
  Isabel M Paterson: when you're like sending her to the bathroom alone, when she's supposed to have a person with her so like.
• 29:23
  Autumn Reely: Hmm.
• 29:24
  Isabel M Paterson: I just wish there was more like outspoken like this
• 29:28
  Isabel M Paterson: more often, and I'm glad that's happening now.
• 29:32
  Autumn Reely: Yeah, me, too.
• 29:34
  Autumn Reely: Me, too.
• 29:36
  Isabel M Paterson: Well, thank you so much. Autumn
• 29:38
  Autumn Reely: Sure.
• 29:39
  Isabel M Paterson: For sharing all this with us. Is there anything else you'd like to share before we finish off.
• 29:47
  Autumn Reely: Not really. I think that you guys asked some really great questions, and I absolutely appreciate you inviting me to be here. And I hope lots of people see this and are encouraged by it.
• 29:58
  Isabel M Paterson: Yes, we hope so too. And you're you're our 1st guest. So. Oh.
• 30:03
  Autumn Reely: Great.
• 30:04
  Isabel M Paterson: Happy to have you.
• 30:08
  Autumn Reely: I should get a plaque.
• 30:09
  Isabel M Paterson: You should. Honestly, I mean, I'm sure we could figure something out. Well, thank you. Thanks again.
• 30:17
  Autumn Reely: Sure have a great day. Thank you.
• 30:19
  Isabel M Paterson: Thanks you. Too.
• 30:22
  Isabel M Paterson: Okay, yes.
• 30:26
  Autumn Reely: Leave.
• 30:26
  Isabel M Paterson: Are you sure you need to stop.