____________________________ Teacher: _____________________________ Counselor: ___________________________ Other: _______________________________ Day/Time: ___________________________ Location: ____________________________ Duration: ____________________________ Materials: ___________________________ Curriculum: __________________________ Parent Communication: ________________ Progress Monitoring: __________________ Reinforcement: _______________________ Group Rules: ________________________ Behavior Management: ________________ Termination Criteria: __________________ Evaluation: __________________________ © 2010 Positive Behavioral Interventions and Supports (PBIS) http://

1. Problem Solving Training for
Behavior
Tier 2
Secondary Interventions
1

2. Overview
• Data Decision Rules
• Behavior Basics
• Data Tools
• Classroom Implementation
• Targeted Social Skill Instruction
• Check In- Check Out
2

3. Expectations
• Be Responsible
– Return promptly from breaks
– Be an active participant
• Be Respectful
– Turn off cell phone ringers
– Listen attentively to others
• Be Kind
– Participate in activities
– Listen and respond appropriately to others‟
ideas

4. Attention Signal
• Trainer will raise
his/her hand
• Participants will raise
their hand and wait
quietly

5. Group Activity
• Create a picture or visually document to
describe where your school is with
Problem Solving Implementation.
– Accomplishments
– Challenges
5

6. Core – Tier 1
GOAL: 100% of students
achieve at high levels
Tier I: Begins with clear goals:
1.What do we expect all
students to know, understand
and do as a result of our
instruction?
2.How will we know if these
goals are met?
3.How will we respond when
students do not meet the goals
with initial instruction?
4.How will we respond when
some students have already met
the goals?
(Batsche, 2010)
6

7. Questions your team needs to
consider at Tier 1…
– What types of Behavioral Needs are not being
addressed by our Behavior Core at an
effectiveness rate of 80%?
– What data do we need to look at to determine
this?

8. Supplemental – Tier II
< 20% of student Core
+ Supplemental
To Achieve Benchmarks
1.Where are the students
performing now?
2.Where do we want them to be?
3.How long do we have to get them
there?
4.How much do they have to grow
per year/month to get there?
5.What resources will move them at
that rate?
6.How will we monitor the growth of
students receiving supplemental
instruction?
(Batsche, 2010)
8

9. Questions your team needs to
consider at Tier 2…
• What types of Behavioral Needs are occurring
for 10-15% of your population?
• What additional supports are needed to ensure
success for students not responding to the core?
• What data are needed to respond to the
questions above?

10. Team Initiated Problem Solving
(TIPS) Model
10

11. DATA DECISION RULES
11

12. WHO is appropriate
for Secondary interventions?
• Universal Behavior Screening Data
• 2-5 office referrals

13. How can we use data?
• Can be used by teams to determine set
points where students will be referred for
additional support
• Individual schools must determine the
timeframes for data decisions (2 – 5 ODRs
per 9 weeks)

14. Data Decision Rules Examples...
6 or more ODR referrals
Tertiary Prevention:
2-5 ODR Referrals Specialized
Individualized
Secondary Prevention ~5% Systems for Students with
Specialized Group High Risk Behavior
Systems for Students with
At Risk Behavior
~15%
Other data decision rules:
-# referrals
-# minor incident referrals
0-1 ODR Referral -absences
-teacher concern
Primary Prevention -behavior screening results
School wide and
Classroomwide Systems
for All Students,
Staff, & Settings ~ 80% of Students

15. Data Decision Rule Examples
Continued…
• Any student that is absent more than 3 days in one
month (or one 4 week period) will be referred for
intervention
• Any student who receives 2 or more ODRs within a
9-week period will be referred for intervention
• Any student who fails one or more classes will be
invited to join a small group related to classroom
success

16. Using ODRs to evaluate your Workbook
pg. 2
continuum of supports
IF... FOCUS ON...
 More than 40% of students receive one or more office referrals
 More than 2.5 office referrals per student School Wide System
 More than 35% of office referrals come from non-classroom settings
 More than 15% of students referred from non-classroom settings
Non-Classroom System
 More than 60% of office referrals come from the classroom
 50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
 More than 10-15 students receive 5 or more office referrals Targeted Group Interventions / Classroom Systems
 Less than 10 students with 10 or more office referrals
 Less than 10 students continue rate of referrals after receiving targeted group
settings Individual Student Systems
 Small number of students destabilizing overall functioning of school

17. Team Time
• Discuss and document your data decision
rules.
Visit the PSM wiki
•Click on pages/files (right tab)
•Look for Data decision team planning,
then select download

18. BEHAVIOR BASICS
18

19. To correctly match
appropriate interventions
to problem
behaviors, teams will
rely on the science of
behavior.

20. TIPS – Step 1
Identify the
Problem
20

21. How do we identify the problem?
DATA COLLECTION
& TOOLS
21

22. Measurable or Not?
Not Measurable
Measurable
oppositional
lazy
talking out
swearing
inattentive
out of area
defiant on task
rude
bothering fighting

23. Objective Descriptors
Objective Subjective
Talking during seatwork
Disobedient Seldom
Repeatedly
Passing notes
Hurrying through work Once or twice a week
Five times each day Leaning back in chair
Sometimes Bothering a neighbor
Continuously
Every ten minutes Bizarre
Tapping pencil on desk
Twice each period

24. Data Considerations:
Clear Definition of Problem Behavior
The ―Stranger Test‖
•Is the description of the behavior
clearly defined?
•Would a stranger’s description
match yours?
•If a stranger read your
description, would they be able to
identify the problem behavior?
Developed by the Behavior Specialist
Team of Wake County Public Schools

25. Data Considerations:
Data to Collect
How often does How
the behavior extreme
Frequency
occur? is it?
Intensity
Duration
How long Under what
Context
does it circumstances
last? does it occur?
Developed by the Behavior Specialist
Team of Wake County Public Schools

26. Data Collection Strategies
• What is already collected?
– Anecdotal notes by teacher
– Office referrals
– Disciplinary actions
• What else can be collected?
– Products from Consequences
– Behavior Contracts
– Checklists
– DBRs
– Direct Observation
– Interviews

27. Direct Assessment – Frequency Counts
Behavior Counting
Name ____Shamel ____ Week of __Nov 5, 200X______
Behavior to be counted ____Negative Comments to Peers: (Get out of my face. )
Mon. Tue. Wed. Thurs. Fri. Total
Arrival IIII IIIII II II IIIII IIIII I 40
IIIII I
Math I I I 3
Science II I III IIII I 11
Art IIII IIIII IIIII III IIIII IIII I 24
Reading I II III 6

28. Direct Assessment – Duration Recording
Record the elapsed time, usually in minutes, from onset to conclusion of target
behavior. Be sure to indicate the date, and the activity in which the student was
engaged when the target behavior began to escalate.
Student Name: ___Shamel __ Week of / Day : __Nov 15, 200X____
Target Behavior: Tantrum (screams, lays on floor, throws items)
Transition
Large Group
Small Group
Individual Work
Read Aloud
Read Silently
In Crowds
Library
Specials
Specific Subject
Behavior Incident
Briefly describe, making sure
to note date, time, and any
circumstances you think
noteworthy.
#1 9:45-10:15, Mon, Nov 15
Group was doing read aloud
#2 9:35-10:15, Tue, Nov 16
Went to an assembly in the
gym
#3 9:28-10:05, Fri, Nov 19
#3
Oral vocabulary test

29. Behavior
• What is the challenging behavior?
• What can you observe?
– What does it look or sound like?
• Prioritize
• Choose one
29

30. 30
Behavior
25
20
# of incidents
15
10
5
0
refusing to cursing peers Leaving assigned
participate area 30

31. Setting Events
• What environmental, personal, situational
or daily events impact the behavior?
– Eating/Sleeping routines
– Medical/Physical problems
– Familial and staff interactions
• Do not immediately precede problem
behavior
31

32. Setting Events
Setting Event
18
16
14
12
# of incidents
10
8
6
4
2
0
Exhibits/reports sickness No breakfast Missed the bus Visit with mom
32

33. Antecedent
• What happens immediately before the
behavior?
• Predicts problem behavior
• When, Where, With whom, Activity
– Time of day
– Physical Setting
– People present
– Types of interactions (demands, directives, etc.)
33

34. Antecedent
25
20
15
10
5
0
Reading Math Social Specials Small Direct
Studies Group Instr 34

35. Consequence
• What happens immediately after the
behavior?
• Gives student a reason to repeat the
problem behavior
• Not related to punishment
35

36. Consequence:
Pink=Attention Maintained; Purple= Escape
45
40
35 Redirection
Calling name
30
Outisde conference
# of incidents
25
Reminder
20 Ignore
Time-out
15
10
5
0
Redirection Calling Outisde Reminder Ignore Time-out
name conference 36

37. Function …
• People behave for a reason - we call
this “function”
• Function:
• Does he/she get something?
• Tangibles, attention, stimulation, people, etc.
• Does he/she avoid or escape something?
• People, activities, embarrassment, tasks, etc.
37

38. Only Two Basic Functions
Problem
Behavior
Escape/
Obtain/Get
Avoid
Something
Something
Stimulation/ Tangible/
Social
Sensory Activity
from Horner & Adult Peer
Sugai at
www.pbis.org

39. TIPS – Step 2
Develop
Hypothesis
39

40. Hypothesis Statements
Information about the
problem behavior is used
to write a hypothesis
statement that helps us
predict when the problem
behavior is likely to occur
and the function of that
behavior.
40

41. Hypothesis Statements
When Estes is ___________ and __________ (happens), he
where/setting context/antecedent
typically responds by _________ to gain/avoid __________.
behavior function
Hypothesis:
When Estes is in language arts and the teacher is providing direct instruction
he typically responds by making verbal noises (ex. Burping)
to access peer and teacher attention.
41

42. Activity
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
Write a hypothesis statement about
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html Robert‟s behavior 42

43. Identifying the function helps us :
• Choose an appropriate intervention
– Will this intervention meet the functional
need?
• Choose an appropriate replacement
behavior
– Alternative behavior taught to the student
– What you want the student to do instead
– Must meet functional need
43

44. Which reinforcement would be most effective: a
behavior plan that gives student lunch with the
teacher or a “drop an assignment” pass?
45
40
35
30
Redirection
# of incidents
25 Calling name
Outisde conference
20 Reminder
Ignore
Time-out
15
10
5
0
Redirection Calling Outisde Reminder Ignore Time-out 44
name conference

45. TIPS – Step 3
Discuss and
select
Solutions
45

46. Some Secondary Solutions…
-Small Group Social Skills Instruction
-Check In/Check Out (CICO or BEP)

47. Targeted
Social Skills
Instruction

48. Students learn
appropriate behavior in
the same way a child
who doesn’t know how
to read learns to read—
through
instruction, practice,
feedback, and
encouragement.

49. Teaching Behavior
• Inappropriate behavior is viewed as a skill
deficit
• Social skills training teaches students a
process or strategy to resolve problems.
• Teaching behavior is used when a student
needs to replace problem behavior with a
more desirable behavior.

50. Two Types of Social Skill Deficits
• Skill deficits (cannot do)
– Direct teaching approach
• Coaching, modeling, behavior rehearsal
• Performance deficits (will not do)
– Incentive-based management approach
• Prompting, cuing, reinforcement
• Prompted social initiations
• Home and school rewards
• Individual and group contingencies

51. Assessment of Social Skills
• Skill based deficit
– Provide strong incentive to observe if student
can perform under such conditions.

52. Assessment of Social Skills
• Performance based deficit
– Motivational deficit
• Observe if student performs skill following
introduction of motivational strategy.
• motivation=value*belief in ability*get reward promised
(Vroom, 1964)
– Discrimination deficit
• Student frequently performs skill, but fails to
perform under specific circumstances.
• Oblivious to social cues or social demands of
situation.

53. Social Skills Instruction
• Direct instruction
– Skill based approach
• Social problem solving
– Strategy based approach
• Opportunistic teaching (not enough alone)
– Prompt students who have missed an opportunity to
practice a skill
– Provide correction when skill is incorrectly or
inappropriately demonstrated
– Debrief when student uses inappropriate behavior in
place of appropriate social skill

54. To effectively teach
social skills you must ALWAYS
determine what you want
the student to do INSTEAD

55. Social Skill Areas
• Cooperation skills
• Assertion skills
• Friendship skills
• Empathy skills
• Self-control skills
• School and classroom skills

56. Social Skills Instruction for
Small Groups
• Select & group students with similar needs
• Determine staff responsible
• Determine best time for instruction
• Select curricula & write lessons
• Communicate with teacher and parents
• Evaluate effectiveness

57. Social Skills Instruction for
Small Groups
• Select & group students with similar
needs
– Type of problem behavior
– Intensity of problem behavior
– Age/Developmental Level
– Gender
– Develop Group Behavior Management Plan

58. Social Skills Instruction for
Small Groups
• Determine staff responsible
– Consider size of group and type of
problem behavior when assigning staff to
(co) lead
• Determine best time for instruction
– Lunchtime, After/Before School, Rotating
Schedule, intervention block

59. Social Skills Instruction for
Small Groups Workbook
Pg, 8
• Select curricula & write lessons
– Consider students‟ developmental level
– Commercial curricula, online lessons, or
custom lessons
– Materials needed
– Meeting space requirements/limitations
Tell, Show. Practice, Assess and
Repeat

60. Generalization Strategies
• Provide a range of useful skill variations.
• Teach in the targeted setting.
• When teaching, include peers the target
student is likely to encounter in the
problem setting.
• Use a number of adults when teaching.
• Continue teaching for a sufficient amount
of time.

61. Social Skills Instruction for
Small Groups
• Communicate with teacher and
parents
– Written parent permission best practice
– Determine how teacher(s)/parent(s)
can encourage/participate (homework)

62. Social Skills Instruction for
Small Groups
• Evaluate effectiveness
– Pre/Post Data Comparison
– Teacher/Parent Feedback
– Student Assessment

63. Researched Based SS Curriculums

64. Second Step
Video

65. Team Time
• Using your ODR data determine which social
skills lessons and groups are most needed at
your school, list
• when will lessons be taught
• how will team ensure instruction is occurring
• Evidence of lessons
• Possible reinforcers for participation

66. Assessing Social Skills lessons
Visit the PSM wiki
•Click on pages/files (right tab)
•Look for Social Skills Observation
Checklist, then select download

67. Check-In Check-Out
(CICO, aka BEP)

68. CICO
Features:
• Research-based intervention effective with 75%
of students who participate
• Students identified and receive support within a
week
• Check-in and check-out daily with an adult at
school
• Regular feedback and reinforcement from
teachers
• Family component
• Daily performance data used to evaluate
progress

69. 10 Critical Features of CICO/BEP
1. Linked directly to school-wide expectations and/or
academic goals
2. Continuously available for student participation
3. Implemented within 3 school days of determination that
the student should receive the intervention
4. Can be modified based on assessment and/or outcome
data
5. Includes structured prompts for „what to do‟ in relevant
situations

70. 10 Critical Features of CICO/BEP
continued…
6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange
system at least weekly
8. Orientation materials provide information for a student to
get started on the intervention
9. Orientation materials provide information for staff/ subs./
volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily

71. Behavior
Education
Program
(aka…CICO)
DVD

72. Why does the CICO work?
• Improved structure
• Prompts throughout the day for correct behavior
• System for linking student with at least one adult
• Increase in contingent feedback
• Feedback occurs more often and is tied to student
behavior
• Inappropriate behavior is less likely to be rewarded
• Elevated reward for appropriate behavior
• Adult and peer attention
• Linking school and home support
• Organized to morph into a self-management
system

73. Is My School Ready to
Implement a CICO System?
• School-wide system of behavior support in place (SET
Score 80% or higher)
• Staff buy-in for implementation of the CICO
• Administrative support
– Time & money allocated
• No major changes in school climate
– e.g. teacher strikes, administrative turnover, major
changes in funding
• CICO implementation a top priority

74. How Do You Build Student and Staff “buy-in”
for the CICO?
• Give CICO program a high profile in your
school
• Promote CICO as positive support not
punishment
• Collaboratively involve referring teachers in
CICO process
• Provide regular feedback to
staff, students, and families

75. Is It Really Resistance For
Intervention?
Before Implementing a Secondary
Intervention, You Must Ask:
Is the Student Receiving an
Adequate “DOSE” of the Universal
Intervention?

76. Team Time
Use your workbook to begin planning for
Social Skills and CICO implementation.

77. TIPS – Step 4
Develop and
Implement
Action Plan
77

78. Creating a Behavior Goal
• Clear goal needs to be set that can be
evaluated using data
• Goals can be measured in the following
ways:
– % reduction
– Absolute reduction
– Satisfaction level
78

79. Tips for Writing Behavior Goals
• Use the baseline data as a guide for
where you want behavior to go
• Intervention must match the goal
statement
• Achievable and age appropriate (in
comparison to peers)
• Must include a time frame
79

80. Example Behavior Goal
_______________ will (increase or decrease)
(Student Name) (select one)
_________________________ by or to
_________________
(Behavior) (% or number)
by _______________.
(date/timeframe)
80

81. 3 Questions that Action Plan must
Answer
• What are you doing?
• Who is doing it?
• By when?
81

82. TIPS – Step 5
Evaluate and
Revise Action
Plan
82

83. How do we Progress Monitor
for Behavior?
DBRs
• Daily Behavior Report = DBR
• The DBR involves a brief rating of target
behavior over a specified period of time
• Additional examples at
• http://www.interventioncentral.org/index.php/
tools/197-behavior-report-card-generator
83

84. Characteristics of DBR
The DBR involves a brief rating of
target behavior over a specified
period of time
– behavior(s) is specified
– rating of the behavior(s) typically occurs at least
daily
– obtained information is shared across individuals
(e.g., parents, teachers, students)
– the card is used to monitor
• the effects of an intervention
• as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002)
84

85. How are DBR data summarized?
1
0.9 Class on Time
0.8
0.7
0.6
0.5
0.4 Completed
0.3 Work
0.2
0.1
0
Positive
Participation
85

86. DBR Considerations
• Measures perception of behavior
• “3 to 7” not “he is a 7”
• No absolutes in Social Behavior
• Rater Effects
86

87. Do we have a problem?
(Example of the PSM process for
Behavior

88. Team
Initiated
Problem Identify
Solving Problems
(TIPS) Model
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan

89. Problem Statements
• Write a “problem statement” that specifies the
precise nature of the problem
• The more Ws (what, when, where, who, why)
you incorporate into the problem
statement, the more precise the problem
statement will be
• The more precise the problem statement, the
easier it will be to generate a solution that “fits”
the problem

90. Problem-Solving Action Plan
Write your
Precise
Problem
Implementation and Evaluation
Statement
here.
Precise Problem Statement, Solution Actions (e.g., Goal withTimeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
We have 8 students with 2-
ODRs from Sept. to Nov. for Re-teach
primarily disrespectful SS 11/1/10 JM will earn 80% of
Responsibility lessons
behaviors in the morning Implement CICO his daily points on his
reading class and afternoon Reinforce on-task JA 11/3/10
daily progress report
social studies class in order to behaviors with DPR per day for 4/5 days per
access peer and adult All 11/3/10 week by 12/18/10
attention. teachers

91. Team
Initiated
Problem Identify
Solving Problems
(TIPS) Model
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan

92. Solutions – Generic Strategies
• Prevent – Remove or alter “trigger” for problem behavior
• Define & Teach – Define behavioral expectations; provide
demonstration/instruction in expected behavior (alternative to problem
behavior
• Reward/reinforce – The expected/alternative behavior when it occurs;
prompt for it, as necessary
• Withhold reward/reinforcement – For the problem behavior, if possible
(“Extinction”)
• Use non-rewarding/non-reinforcing corrective consequences – When
problem behavior occurs
Although not a “solution strategy,” Safety may need to be considered
(i.e., procedures that may be required to decrease likelihood of injuries
or property damage)

93. Trevor Test Middle School
Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily
disrespectful behaviors n the morning reading class and afternoon social studies class in order
to access peer and adult attention.
Prevent “Trigger”
Define & Teach Reteach Respect lessons
Implement CICO to provide more frequent feedback and instruction
about respectful behaviors.
Reward/Reinforce Reward students earning 80% of points on DPR
Withhold Reward
Corrective consequence
Other
Safety

94. Problem-Solving Action Plan
Write
Solutions Implementation and Evaluation
here.
Precise Problem Statement, Solution Actions (e.g., Goal withTimeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
JM has received 2 ODRs
during the first grading period Re-teach Respect
SS 11/1/10 JM will earn 80% of
for disruptive behaviors in the lessons
Implement CICO his daily points on his
classroom during reading daily progress report
possibly motivated by Reinforce respectful JA 11/3/10
behaviors with DPR per day for 4/5 days per
attention.
All 11/3/10 week by 12/18/10
teachers

95. Team
Initiated
Problem Identify
Solving Problems
(TIPS) Model
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan

96. Problem-Solving Action Plan Documen
Document
t
Implementatio
Goal
n here.
here.
Implementation and Evaluation
Precise Problem Statement, Solution Actions (e.g., Goal withTimeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
JM has received 2 ODRs
during the first grading period Re-teach
SS 11/1/10 All 8 students will earn
for disruptive behaviors in the Responsibility lessons
Implement CICO 80% of daily points on
classroom during reading their daily progress
possibly motivated by Reinforce on-task JA (cico) 11/3/10
behaviors with DPR report per day for 4/5
attention.
All 11/3/10 days per week by
teachers 12/18/10

97. Team
Initiated
Problem Identify
Solving Problems
(TIPS) Model
Evaluate and
Develop
Revise
Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan

98. CICO Avg Points Per Day
100
90
80
70
60
50
CICO Avg Points Per Day
40
30
20
10
0
1 2 3 4 5 6 7 8

99. Problem-Solving Action Plan
Evaluate
here.
Implementation and Evaluation
Precise Problem Solution Actions Goal withTimeline,
Statement, based on review of (e.g., Prevent, Teach, Prom Who? By Fidelity & Outcome
data pt, Reward, Correction, Ext When? Measures, & Updates
(What, When, Where, Who, W inction, Safety)
hy)
JM has received 2 ODRs 11/1
during the first grading period Re-teach
SS 11/1/10 JM willstudents are
5 earn 80% of
for disruptive behaviors in the Responsibility lessons
Implement CICO his meeting 80%on his
daily points goals
classroom during reading dailyconsistently and
progress report
possibly motivated by Reinforce on-task JA 11/3/10 might benefit from
behaviors with DPR permaintenancedays per
day for 4/5 plans.
attention. week by 12/18/10 are
All 11/3/10 Three students
teachers not making progress.
Consider modifying
plan and/or adding
additional
interventions.

100. Problem Solving Practice
• Use your disciplinary data to practice the
problem solving process.
• Use the TIPS problem solving worksheet
to assist you with the process.

101. Implementation Inventory
• Evaluates all three levels of
implementation
• Considers Systems, Data, and Practices
• Goal is 80% in each area
• Use this evaluation to continue to develop
and strengthen all three levels of your
problem solving model.
101

102. Are we done YET??
• Using your Action Plan document
complete the section on Behavior Tier 2.
• Complete the evaluation.
• Thank you!!!
102