Well, thank you for the kind words about the book. My goal with the book was to write the book that I wish I had when I was a teacher, to give me, you know, those practical skills, and a big part of it is kind of a practical guide for how you would go about implementing flip recess. So the book goes into much more detail than than I will now, but I'll get try to give a nice kind of overview, so people will give a flavor of what flip recess looks like. So big picture the context for flip recess is we're really targeting kids with extensive support needs who aren't currently interacting and playing with other kids outside on the playground at recess. I always want to give that context, because sometimes people will jump into using intervention by flip recess, and we'll go and watch the kid, and sometimes we're like, wow, this kid is doing great on their own. Maybe, maybe we don't need this level of support, but often our kiddos with more extensive support needs do need some kinds of intentional support in place at recess and in general, in research findings, whether we go to inclusive classroom or an inclusive recess or an inclusive lunchroom, we find that if we just place our students in those settings, and we don't do anything intentional or thoughtful, we're not going to see meaningful inclusion. So flip recess is all about. How can we promote meaningful inclusion at recess? So students aren't just present, they're actually involved interacting, playing, growing, thriving alongside their peers. There are two pieces to flip recess. The first piece that we developed was the part that's really focused on peers. And in all of the work that I've done with peers, a theme is that lots of folks in schools are shocked by how eager peers are to interact and hang out with our students with extensive support needs, just when they're given the invitation and some support. So yeah, she's really inviting them and giving them permission to be like, here's a kid that's really cool. You're going to love hanging out with them. Here's some things you might not know about them yet, and here's some really simple, practical strategies that we think are going to help you be successful in plan and having a good time together. And that really is the biggest part of the intervention. And what we do is we train teachers or para educators to work with those peers, and then every day, at recess, there's some adult that's supporting them and coaching them to use those kind of simple and practical strategies to play and interact with our students with extensive support needs. The coaching doesn't have to be done by a licensed. Teacher doesn't even have to be done by a special ed para educator. We've done this successfully with whatever adult is out on the playground already supervising kids. We try to make it really simple and practical. When we first started doing this work, we exclusively did the peer mediated intervention, and we had success with a lot of kids, but what we really started seeing is the kids that had the best outcomes were the kids that already had a pretty good repertoire of some simple communication and social skills they already brought with them to the playground, which makes sense, because that kind of helped keep the interactions going, helped everybody have a good time. And what we what we did with flip is we wanted to add in a second part to help the kiddos that maybe didn't start with that wide of a repertoire, empower them with some really simple social and communication skills that will help them be more successful in those interactions. So the second part of flip is a video modeling component, and we're video modeling skills to help kids do really practical things. And for listeners not familiar with video models, these are just short video clips that show an exemplar of this is what it would look like to do this particular skill on the playground. And we're teaching kids really simple things like, hey, go up to your peer and greet them. Or here is a way that you could offer to share recess equipment if you're on hanging on a swing, that you can offer that to a peer. Or here's a way you can compliment your friend. And here's a way when you're having a conversation, that maybe you can when they ask you a question, you can ask them a question after you've answered them. So just simple communication and interaction skills to kind of help get things going. And what we found is those two things work really well together, because the peers work to provide this context for like, hey, now you had these opportunities to interact and play, and the video models really helps kids who maybe didn't have some of those existing skills to capitalize on those opportunities, like, oh, well, now I have some things that I can jump in and be more involved in interacting play and keeping those interactions going. So like I said, that we the way we've tested these things, you try to make it really simple and practical for teachers. We've done this with over 100 kids and over 30 schools now, and are really excited by how well things have gone.