Yeah. So usually, in an assessment, an initial assessment, a speech therapist will probably start out with a case history. So just to get the patient, just to get to know the patient a bit more in terms of their condition, what's happening at home, what was -what was their life before you know this traumatic event, and that kind of gives us - gives us a clue on where to guide the patients in terms of their goals as well. So knowing that you know maybe they're young and they're energetic, they want to go back to work. That could be a goal, or you know if they're just slightly older they just want to have a good quality of life, that - that's the case history part, we just get to know the patient a bit more as a person. And then after that we often will do, what we call oral-motor assessment, which is a cranial nerve assessment which allows a speech therapist to have a look at the muscles of eating and speaking. So it allows us to assess which nerve is impacted, or which muscles is not working as effectively. So that also gives us an idea on whether or not we need to, you know, prescribe some exercises to strengthen the muscle or techniques to vvercome or compensation exercises, compensation strategies to overcome what was lost. That's usually in the oral-motor, and then after that we would often do a swallowing bedside assessment. So, meaning give them some food or some fluids, and it will see how well they can tolerate the eating the food or the drinks. That is for the swallowing part, and then often we'll always do a speech or language assessment so meaning, identifying specifically which area - is a speech area or is it a language area that is impacted, and if it's a speech specifically which sounds they're not making. So for example, some patients they can't make the sound the t sound, the t sound again. So we got to teach them how to use the tongue, where do you place the tongue, how do you exercise the tongue so that you can gain that sound again. Or if it's a language that we can give them some techniques or some strategies to family members, so that they know how to communicate with them because at the end of the day they're still a human being. We shouldn't strip away their rights to communicate. They should be able to communicate, anywhere, anytime, that when they want to. So, family education often happens in the first session as well, teaching them what to expect, what to do at home, what, what's the best. What's, what's the best outcome or what's the best plan moving forward. And then usually at the end we'll discuss some goals and then we'll see where we move towards.