MEETING THE NEEDS OF CHILDREN AND FAMILIES

By: Nafezia Mohamed

ECEP 233, Section 063

Teacher: Lisa McCaie

Case Study: Najia

Centennial College

NEEDS OF THE CHILD

Najia is not babbling at age 11 months. This can affect her social and emotional development and also her cognitive development.

Najia is not pointing to objects in the daycare center/room. This can affect her physical development and also her cognitive development.

NEEDS OF THE FAMILY

The mother of Najia appears stressed with three other children in the same center as Najia.

NAJIA’S SPECIAL NEEDS

NAJIA’S SPECIAL NEED

It appears that Najia has Atypical development because we know that at 11 months old Najia is not babbling

According to Ages and Stages, infants begins to “babbles or coos” (p.1) at age four months old. Therefore, at age 11 months old Najia should be responding by babbling.

Additionally, at 11 months old Najia does not point to objects in the childcare centre.

According to Ages and Stages, at around four to eight months a typical infant can “ grasps rattle or finger, follows a moving object or person with eyes, transfers objects from one hand to the other, uses finger and thumb to pick up an object” (p. 1-2).

This shows that Najia should be able to point to an object in the room by 11 months because by 4-8 months a typical infant is able to use their gross and fine motor skills to grasp and pick up an object.

However according to Logsdon(2013), a toddler should be pointing to objects from the ages of infancy to 18 months. Therefore, we can see a clear atypical development in Najia because she is not pointing to objects.

Parents at this stage of their child’s development should be concerned if their child “does not babble or make buzzing, bubbly noises with lips [and] does not make common gestures such as pointing toward a wanted object, waving bye or in greeting” (Logsdon, 2013).

According to Logsdon (2013) author of What does developmental delayed mean, “Delays in development differ from other types of learning disabilities in that they may improve with intervention and may eventually disappear”

Therefore, Najia’s mother and the childcare centre should be aware of early signs and do observations to see if the atypical development get better.

Najia’s atypical development can also improve with time and with intervention.

WHAT IS ATYPICAL DEVELOPMENT?

According to the National Center for Learning Disabilities (2000), atypical development means “some children exhibit behaviors that fall outside of the normal, or expected, range of development. These behaviors emerge in a way or at a pace that is different from their peers”.

HOW DOES ATYPICAL DEVELOPMENT AFFECT A CHILD

A video examining how atypical development affect certain areas of development.

What is developmental Delay?What is developmental Delay?What is developmental Delay

What is developmental Delay?

Although I am not suppose to make any assumptions about Najia, I do know that developmental delays can coincide with atypical development and it is very important that we are aware of signs of developmental delays and milestones and seek help as soon as possible.

http://www.youtube.com/watch?v=KrUNBfyjlBk&feature=player_embedded

.

Modifications to the physical environment

MODIFICATIONS TO ENVIRONMENT Labelling system

(Providing large lettering to label objects. The objects should be large so that Najia can easily see them and it should also be bright colors).

Flexibility in routines, schedules and activities ( Providing routines that are flexible to Najia’s ability, because Najia does not babble spending more time encouraging her to respond. Also allowing more time with activities. Providing Pictorial schedules so Najia can be encouraged to point to where in the schedules we are).

Stability and predictions ( We need to provide a stable and consistent schedules for Najia, so that she is able to respond to the schedule by babbling, this is at childcare and at home. We also need to have repetition for Najia to be able to use her gross motor skills to try to point to things because she knows what's coming up).

We also needs to accommodate Najia by allowing extra time so she is able to use her gross motor skills and language skills.

Stimulation and Novelty (Providing Najia with toys and equipments that would help support her language, gross motor skills and cognitive skills. Additionally, we need to make observations at all times to see if Najia is babbling and if she is pointing to any object at childcare and at home. This needs to be recorded so we know what may have trigger it).

Involvement of typical children (Providing cooperative play for Najia so that she is able to participate in activities with other children. Also having social activities in which Najia can interact with typical children).

Collaborative planning (Making sure that all staff members are aware of Najia’s special needs and that they are all working together to help Najia).

Parents of children with special needs (Providing a space for Najia’s family to come to the center so that they can have meetings with the staff. Providing resources for the family so that we can help them through this).

Staff support and training (Having staff plan flexible schedules based on Najia’s special needs so that she is given the full care she needs at childcare. Inviting Najia’s family to share her strengths and weakness so that we can plan a better schedule for her to enhance her needs).

TEACHING STRATEGIES

TEACHING STRATEGIES Prompting and fading- Physical (Physical

prompts are used to provide the most support with new skills [Class notes, week7]. Providing Najia hand over hand assistance to point to objects or a desired toy so that she is using her gross and fine motor skills. This can be used by providing full assistance by holding her hands to help her point. Once the child gains some independence I would move to partial.)

Prompting and fading- Visual ( providing bright schedules or picture cards to help Najia to perform the correct response [class notes, week 7]. This will help her to babble and to point to objects and to the schedule).

Prompting and fading- Pointing ( We as ECE’s can point to objects such as a favorite toy and saying what the object is - pointing to Najia’s favorite toy and allowing Najia to respond to this and observe to see if she will go to her favorite toy ,babble or point to the toy).

Reinforcement( When we see that Najia is trying to babble or trying to point we need to encourage her by providing her with “social praise and attention such as smiling, hugs, clapping tickles and cuddles” [class notes, week 7]. If Najia attempts to babble or point we can reinforce it by giving her her favorite toy).

Giving instruction- (Providing realistic expectations for Najia when trying to get her to respond by babbling and pointing. Always use her name when talking to her and maintain eye contact. Also use visuals to help Najia to understand the expectation [Class notes, week 7]).

Making choices ( We can break down the task, teach the new skill by using prompting and fading, giving reinforcements and generalizing the new skill so that Najia can use them at home. This will help to build independence (Class note, week 7).

Visual communication ( Visual can be used in many different ways to support Najia. For instance, providing visual to tell her what the schedule is, to show her what is expected, to communicate with each other such as pointing to a desired object [Class notes, week 8] This is a great way in helping to promote language and gross motor skills).

Basket B Approach ( Guidance strategy where Parents can be a teacher. Parents and caregivers of Najia find out ways they can teach Najia the skills she doesn’t know. This is taking a proactive approach [class notes, week 8]).

Everyday opportunities to develop communication skills (Providing opportunities throughout the day for Najia to communicate by helping her understand us by looking at her, using gestures and repeating words. Also allowing Najia to respond by giving her plenty of time, providing encouragement for communication)

Task Analysis ( Breaking down skills into smaller steps so that Najia can use her language and physical development. However this depends on Najia’s ability, therefore we need to always observe her throughout the day and have her parents do the same at home. Since we know she is not babbling or pointing we can break these skills down for her to learn [class notes, week 9]).

ADAPTIVE DEVICES

Sing Language (We could use simple sign language with Najia to help promote a response such as babbling or pointing. This can be used at home and at the childcare center).

INCLUSION OF OTHER CHILDREN

One way to include other children in the centre is to provide the same or similar activities for the children.

To have discussions with the children about what we as ECE’s are doing with Najia and have the children participate.

We can have the children help Najia by showing her what to point to and listening to the other children babbling can help her to hear and see what they are doing.

INCLUSION OF NAJIA’S SIBLINGS

To include Najia’s siblings we need to have an inclusive environment at home.

We need to have Najia’s siblings at childcare involved with communication and interaction with Najia.

When at home we need to have her siblings encouragement, role playing, and showing her how to point to things when she wants something and encourage her to babble.

INCLUSION OF THE FAMILY

Inclusion of Najia’s family is important and helping the family to be inclusive is even more important.

One thing we can do is to ask permission of the family to sign form 14. This will allow the family to gain access to different services which can help them with support as they go through this difficult time.

Additionally, they will be able to have services provided to Najia in the childcare center and also in home care for both Najia and her family.

When Najia’s parents come to the center we need to provide a space where they can go and speak to staff on the progress of Najia.

We need to also have a space where Najia’s family can come to the center to observe and to interact with Najia if they require to.

HEARING LOSS CENTER

Their mission is to “improve an individual’s quality of life through better hearing” (Hearing Aid Central, 2012).

They provide hearing tests, hearing assessments, amplification fittings, custom swim plugs, noise protection plugs, musician’s plugs, hearing aids, and hearing accessories (Hearing Aid Central, 2012).

2333 Dundas Street West, Suite 304. Toronto, ON M6R 3A6416-551-4327

http://www.hearingaidcentral.ca/about/

They offer a “30 day trial period with all our hearing aids” (Hearing Aid Central, 2012). They also offer unlimited follow ups on appointments.

They also provide financing programs and will also accept private insurance (Hearing Aid Central, 2012).

Anyone can schedule a consultant online or by calling.

SPEECH THERAPY Speech Therapy Centers of Canada Professionals helping “with stuttering, children’s

literacy, communication challenges as a result of autism spectrum disorder or an acquired brain injury, speech delay, language delay, and many other communication and speech development issues is within your reach” (Speech Therapy Centres of Canada, 2011).

They provide assessments, one-on-one therapy sessions, pair therapy sessions, group therapy sessions, free parent workshops, summer speech therapy classes, and corporate speech therapy services (Speech Therapy Centres of Canada, 2011).

Toronto 1896 Avenue Rd., Suite 201Toronto, ONM6M 2K9Tel: 905.886.5941Fax: 905.886.2362NOW OPEN SATURDAYS AND EVENINGSinfo@speechtherapycentres.com

• They also provide financial support to families who do not have the money or insurance to cover the cost of the services.• Their motto is that everyone will have access to services. (Speech Therapy Centres of Canada, 2011).

http://www.speechtherapycentres.com/

Referral is done through the caregiver or the parents

Prices: Basic Preschooler Assessment $195 Grade 1 Basic Assessment(1 Assessment)

$260 Grade 1 and over (multiple assessment/full

scope) $650

THE HANEN CENTER Hanen Center “has

developed a comprehensive approach that enables parents and educators to play a primary role in promoting language development and emergent literacy skills” ( The Hanen Center, 2011).

They are a non profit organization promoting language development in children.

There are workshops for parents and also for educators so that they can become more knowledgeable about how they can support the child.

Work shops are $ 800-900.

1075 Bay Street, Suite 515 Toronto, Ontario Canada M5S 2B1Phone: 416-921-1073

• There are helpful tips for parents on their website.• The Ontario Ministry of Community and Social Services helps to fund programs for parents.• The Ontario Ministry of Children and Youth Services funds language and speech programs and “provide subsidized training and support for speech-language pathologists and supportive personnel” (The Hanen Center, 2011).

The City of Toronto, Children’s Services Division – funds Hanen training and support for Early Childhood Educators in Toronto (Hanen Center, 2011).

http://www.hanen.org/About-Us/Not-For-Profit-Charity.aspx

NIAGARA CHILDREN EDUCATION AND TREATMENT CENTER

NCETC is a “New York State Educational Department educational center within the larger organization; Niagara Cerebral Palsy” (Niagara Cerebral Palsy, (n.d.)).

NCETC is for “children ages birth through five who have speech and language delays and/or other learning or physical disabilities” (Niagara Cerebral Palsy, (n.d.)).

Families need to be referred by Niagara County’s Early Intervention Program.

Evaluations are provided at no cost to families and are typically provided in the child's home or an alternative location chosen by the family (Niagara Cerebral Palsy, (n.d.))

Niagara Children education and treatment center 9812 lockport road niagara falls ny.716-297-1478http://www.ucpaofniagara.com/conten

t/pages/educational

• By using this agency, “evaluation will summarize your child's current developmental status in areas of speech, hearing, learning, social and emotional development, and motor skill development” (Niagara Cerebral Palsy, (n.d.)).

YORKVILLE AUDIOLOGISTS At Yorkville Audiologists,

they provide the newest technology to help decide if you need hearing aids and will provide an assessment (Yorkville Audiologists, 2012).

They also communicate with your physicians so that everyone knows what is happening.

1st time assessment is $75.00, a recheck is $60.00.

• They believed in educating the patients.

1200 Bay Street, Suite 404Toronto, On M5R 2A5416-967-7226info@yorkvilleaudiology.ca

http://www.yorkvilleaudiology.ca/hearing-problems-toronto-on.php

5STRESS MANAGEMENT COUNSELLING AT KMA THERAPY

This organization provides “counselling and Psychotherapy [that] can help achieve lasting change in dealing with stress. During your first consultation, [they will] customize a Psychotherapy and Counselling treatment plan that’s right for you” (KMA Therapy, 2013).

They provide counselling from having a divorce to dealing with stress at work or at home.

Kimberly Moffit Associates120 Eglinton Avenue East (Yonge

and Eglinton)Suite 304 Toronto, Ontario

416-487-6288http://www.kimberlymoffit.com

• KMA Therapy accepts insurances. • To make an appointment you can go online and register or call them to book an appointment.•This organization recognized that everyone are busy and they provide flexible schedules during the day and even evenings.

• Intake session $120.00• Appointment with Therapist is $195-225 per hours

RESOURCE TEACHER AND CONSULTANT.

A resource teacher and consultant is the first person we would go to in order to help Najia.

There are many areas that a resource teacher and consultant can help with such as gathering information in terms of Najia’s special needs (Class notes, week 9).

assisting the family and childcare staff on how to identify the needs of Najia.

They would also access resources that would be helpful for Najia and her family (Class notes, week 9).

Additionally, they would be able to develop “appropriate strategies and service plans to support inclusion of the child” (Class notes, week 9).

CHILD DEVELOPMENT INSTITUTE

This organization “promote and support the healthy development of children and to strengthen the families and communities in which they live.(Child Development Institute, 2009).

They “serve children and families through a spectrum of services from universal prevention and healthy child development programs, to early intervention programs targeted to vulnerable or at-risk children and their families” (Child Development Institute, 2009).http://cdi.convio.net/site/PageNavigat

or/about_home.html

This organization provide resource consultants to many childcare in Toronto.

They provide services to children under the age of 12.

For all general inquiries, please contact their main office at:Child Development Institute197 Euclid Ave. Toronto, Ontario M6J 2J8Tel: (416) 603-1827Fax: (416) 603-6655

One childcare location that can help Najia and her family is:

Annex Early Learning Centre 161 Madison Ave.

Toronto, ON M5R 2S6Tel: 416-924-0545Fax: 416-924-0461

FAMILY DOCTOR

Asking Najia’s family to take Najia to see a family doctor would be important so that they can get an understanding as to what might be affecting Najia.

From here the family doctor can make referrals to take Najia to the next step.

Albany Medical Clinic807 Broadview Ave

Toronto, ON M4K 1N5416-461-9471

http://www.albanyclinic.ca

INFANT DEVELOPMENT PROGRAM CONSULTANTS

Infant development program consultants works with ‘families of children under the age of three with, or at risk of, developmental delay” (Class notes, week 9).

They can provide home visits, assessments, program planning, and liaison with other families” (Class notes, week 9).

666 Eglinton Avenue West Toronto, OntarioM5N 1C3 Susy Mitchell, Infant Consultant Tel: 416-782-1105 or 416-425-6220, extension 3051 (voicemail only) E-mail: smitchell (at) hollandbloorview (dot) ca

Holland Bloor viewKids Rehabilitation hospital

SOCIAL WORKER Social workers can help

to provide services and referrals to families.

Betel counselling provided by Sheri Betel .

Sheri Betel works with children and adults to provide many different kinds of services to both child and families.

1395 Bayview AvenueToronto, M4G3A6(416) 322-9005

RELIEF WORKER

Professionals who works with children with special needs at home to help relief parents (Class notes, week 9).

Saint Elizabeth (“to serve the physical, emotional and spiritual needs of individuals and families in their homes and communities. Inspired by our historic roots and traditional respect for human dignity, we strive to care with professional excellence and compassion” (Saint Elizabeth, 2013).

They provide home care, speech language pathology, Nursing, mental health, social work, transportation and many more (Saint Elizabeth, 2013).

Additionally, they provide educational programs to help educate the community on their health needs.

Najia’s mother can use some of this services to help with her stress.

2 Lansing SquareSuite 600

Toronto, ONM2J 4P8

Phone: 416-498-8600Fax: 416-498-0213

TorontoCentralSDC@saintelizabeth.com

http://www.saintelizabeth.com/About-Saint-Elizabeth.aspx

REFERENCES Ages and Stages: A brief overview, Birth to 12 years hand book. Hearing Aid Central. (2012). Retrieved from

http://www.hearingaidcentral.ca/about. Hanen Center. (2011). Retrieved from

http://www.hanen.org/About-Us/Not-For-Profit-Charity.aspx Kimberly Moffit Association. (2013). Retrieved from

http://www.kimberlymoffit.com Logsdon, A. (2013). Signs of speech and language delays in

infants and toddlers: Learn what signs of speech and language delays to watch for. Retrieved from http://learningdisabilities.about.com/od/developmentalstages/qt/speech_delays.htm.

Logsdon, A. (2013). What does developmental delayed mean? Retrieved from http://learningdisabilities.about.com/od/glossar1/g/develdelay.htm.

National Center for Learning Disabilities. (2000). Early Identification: Normal and atypical development. Retrieved from http://www.ldonline.org/article/6047/.

Niagara Cerebral Palsy. (n.d.) Retrieved from http://www.ucpaofniagara.com/content/pages/educational

Speech Therapy of Canada. (2011). Welcome to The Speech Therapy Centres of Canada. We believe in your voice. http://www.speechtherapycentres.com/.

Saint Elizabeth. (2013). Retrieved from http://www.saintelizabeth.com/About-Saint-Elizabeth/What-Sets-Us-Apart/Mission-Vision-Values.aspx

Yorkville Audiologists. (2012). Retrieved from http://www.yorkvilleaudiology.ca/hearing-problems-toronto-on.php

Class notes. Reinforcement workshop. Week 7 Class notes. ConnectAbiliy-Giving Instructions. Week

7. Class notes. Making a choice. Week 7.

Class notes. ConnectAbiliy-Prompting and Fading workshop. Week. 7.

Class notes. ConnectAbility-Visual Communication Workshop. Week 8.

Class notes. Video-Oprah: out of control children. Week 8.

Class notes. Everyday opportunities to develop communication skills. Week 8.

Class notes. ConnectAbiliy-Task analysis. Week 9. Child Development Institute. (2009). About Us.

Retrieved from http://cdi.convio.net/site/PageNavigator/about_home.html

IMAGES REFERENCES Imagin 1. Retrieved from

http://mom-ology.ca/wordpress/inclusion-for-education/. Stress. Retrieved from

http://losangeleswestsidetherapy.com/2010/12/16/ten-ways-to-manage-holiday-family-stress/.

Multicoloured hands. Retrieved from http://www.conference-board.org/conferences/conferencedetail.cfm?conferenceid=2381.

Multicoloured puzzles. Retrieved from http://mom-ology.ca/wordpress/inclusion-for-education/.

Girl with hands on cheek. Retrieved from http://www.kisgyermekfejlesztes.hu/cikk_79_nepmese-a-felelemoldo-csodaszer

Child’s multicoloured hands. Retrieved from www.contracostacentre.com

Fine and gross motor skills picture. Retrieved from http://www.pld-literacy.org/Movement-Motor-Skills-Teaching-Resources/

Picture of label. Retrieved from http://jewishhomeschool.blogspot.ca/2010/07/everything-needs-home.html.

Girl pointing to band aid. Retrieved from clip art. Child stacking blocks. Retrieved from

http://advancetherapyassoc.com/pediatric_therapy_services Prevention key. Retrieved from

http://plantarwartremovalhq.com/plantar-wart-removal/ Cartoon child running. Retrieved from clip art. Boy playing with wooden blocks. Retrieved from

http://mcclellandinstitute.arizona.edu/EarlyChildhood Environment of childcare. Retrieved from

http://www.oakschildcare.co.uk/setting.html Preschool room. Retrieved from

http://happydaychildcare.com/about.php. Labelling system. Retrieved from

http://www.oakschildcare.co.uk/setting.html Flexible schedule. Retrieved from

http://specialparents2012.blogspot.ca/2012/11/visual-schedules.html My Day Schedule. Retrieved from

http://www.autismschedules.com/Visual-Schedules.html.

Stimulation toy. Retrieved from http://play2podium.com/parenting/professionals/toy-guide/.

Teacher with three children. Retrieved from http://www.ehow.com/info_7934767_types-observations-children-daycare-centers.html.

Three children playing with stimulation toys. Retrieved from http://www.babyzone.com/toddler/toddler-week-by-week/clever-toddler-week-70_72620

Collaborative planning. Retrieved from http://showdepartment.com/capabilities/collaborative-planning/.

Mother with three children. Retrieved from http://uniqueforkids.com/about.

Staff support. Retrieved from http://clients.legacy.modlia.com/clpe/newsletter/jul09/.

Strategies picture of two person. Retrieved from clip art. Teachers teaching strategies. Retrieved from

http://www.dreamstime.com/stock-photography-teacher-students-viewing-globe-classroom-image6598652

Physical prompt. Retrieved from http://www.321learn.net/learning-the-letter-f/.

Visual prompt. Retrieved from Child pointing up. Retrieved from

http://www.123rf.com/photo_7809788_a-cheerful-toddler-lying-on-the-grass-is-showing-a-plain-in-the-sky.html.

Nurse and child. Retrieved from http://www.123rf.com/photo_10536557_modern-dental-chair-and-tools.html.

Woman hugging child. Retrieved from http://renownscribbles.org/managing-childrens-behavior/.

Mother with two daughter. Retrieved from clip art. Eye contact. Retrieved from

http://community.advanceweb.com/blogs/sp_3/archive/2012/09/20/the-challenging-behavior-of-eye-contact.aspx

I want picture. Retrieved from http://appliedbehavioralstrategies.wordpress.com/tag/fba/

What are we doing now? Retrieved from http://www.preschoolplaybook.com/2008/10/visual-schedule.html.

Visual Pecs. Retrieved from http://www.grocerypecs.com/toypecs/1.5inchexample.htm.

Parent as teacher. Retrieved from http://www.colerv.k12.mo.us/elementary/pat/pat.htm .

Encouragement. Retrieved from http://debragrayelliott.blogspot.ca/2011/03/encouragement-sunday-march-27th.html.

Hand gesture. Retrieved from http://power-speech.com/?p=15. Task Analysis. Retrieved from

http://appliedbehavioralstrategies.wordpress.com/tag/tantrum. Sign with me. Retrieved from http://www.signwithme.com/About.aspx Multicolor people. Retrieved from

http://carrie-persichini.blogspot.ca/2011/07/inclusion.html Woman with two children. Retrieved from

http://education.staffordshire.gov.uk/Curriculum/Subjectareas/esd/sustainablestrategy/inclusionparticipation/

Mother with three children. Retrieved from http://www.destinationsdreamsanddogs.com/are-mothers-born-or-made/.

Childcare room. Retrieved from http://www.amazinginteriordesign.com/how-to-decor-your-young-kids-bedroom/.

Hearing aid central logo. Retrieved from http://www.hearingaidcentral.ca/about/.

Doctor checking ear of child. Retrieved from http://www.hearingaidcentral.ca/about/.

Speech therapy centers of Canada logo. Retrieved from http://www.helpwevegotkids.com/toronto/listings/special-needs/speech--hearing

Child on phone. Retrieved from http://www.kickstartkids.com.au/about-us/speech-pathology/

Picture of mother and child. Retrieved from http://www.hanen.org/Home.aspx.

Hansen Center logo. Retrieved from http://www.hanen.org/Home.aspx NCP logo. Retrieved from

http://www.ucpaofniagara.com/content/pages/educational Child with ear phones. Retrieved from

http://www.ucpaofniagara.com/content/pages/educational Girl getting her ear check. Retrieved from

https://www.akronchildrens.org/cms/ENT_center .

KMA logo. Retrieved from http://www.appletreetoronto.com/directory/detail.php?id=195&catid=72&t=1

KMA room. Retrieved from http://www.kmatherapy.com/ Circle of hands. Retrieved from

http://www.monash.edu.au/campuses/peninsula/news/peninsula_online/issue02-11.html

Building Future. Retrieved from http://www.readingmadeeasy.ca/conference2011/Presenters.html .

Inclusion sign. Retrieved from http://www.emcoalition.ca/policies/social-inclusion/.

Child Development Institute Logo. Retrieved from http://cdi.convio.net/site/PageNavigator/about_home.html.

All children can learn picture. Retrieved from http://mbiederman.commons.hwdsb.on.ca/the-learning-centre/

Ontario Early Years Center. Retrieved from http://cmcp.ca/?page_id=299 Managing stress. Retrieved from

http://www.empowernetwork.com/normanized/blog/relaxation-and-stress-management-through-recharging-the-batteries/.

Maps. Retrieved from Google maps.

VIDEO REFERENCES

How does atypical development affect a child video. Made by Nafezia Mohamed using windows movie maker.

Early Recognition of child development problem/educational video. Made by Rosaryfilm (2009). Retrieved from http://www.youtube.com/watch?v=KrUNBfyjlBk&feature=player_embedded.