Suzy Miller on Communicating with Children on The Autism Spectrum

Some of the topics we covered in this conversation…

  • How she started out as a speech language pathologist , and everything changed when she met a 4 year old boy named Riley [3:33]

  • Why are these so uncomfortable in the early years of their lives? [7:31]

  • When these kids seem disconnected, they might be bi-locating. [9:50]

  • Schools are approaching Suzy for help because 20-30% of the population is ADD, ADHD or Autistic. [13:04]

  • Why are so many kids diagnosed with Autism now? [14:21]

  • If these kids have not been physically incarnated on earth for so long, where have they been all this time? [16:14]

  • Where are these kids coming from (what dimension or reality)? [19:08]

  • Suzy’s words to people that are new to these kids. [24:45]

  • Can they understand us when they don’t look at us? [21:57]

  • What are some of the special skills they have? [24:14]

  • Why these kids are not interested in fully integrating into their bodies. [27:20]

  • What we can teach parents and teachers. [28:32]

  • Surprising thing she tells Homeopaths. [30:23]

  • How to use telepathy in a professional way that’s scientifically proven. [34:20]

  • What she is 100% certain about. [36:53]

Here is the in-depth conversation…

Hello everyone. Ashley Stamatinos here. I have a very special treat for you today. I am so excited to introduce you to Suzy Miller. Welcome Suzy.

Ashley:, 00:47

Thank you for having me.

Suzy:, 00:59
I am so excited for those of you. Well, a lot of you probably know all about Suzy because she’s amazing and she is a pioneer in the field of autism, but for those of you who do not yet know about Suzy and so excited to tell you all about her. So let me, let me share with you a little bit about her before we dive into the questions.
Ashley:, 01:00
Suzy Miller is a visionary speaker, author, telepathic communicator, multidimensional seer and founder of the groundbreaking Awesomism Practitioner Process and Everyday Avatar: The Journey Back to Love Series. A former Pediatric Speech-Language Pathologist, with a Masters Degree in Education, Suzy pioneered a shift in the perception of autism from an individual “disorder” to a collective revolution in human consciousness and has been playing in the field of leading edge consciousness ever since. She twice collaborated with Dr. William Tiller, Professor Emeritus Stanford University and featured physicist in the movie “What The Bleep…”. A lifelong student of consciousness, Suzy has personally facilitated the growth and mastery of hundreds of Awesomism practitioners and thousands of private clients worldwide. So, I also want to pull up this book here. You saw me just bring it up for a moment. I’m so excited for any of you who are looking for some reading. I highly, highly recommend this, but this is Suzy’s book. Awesomism. I read it and I love this book and you should all go grab a coffee right away. So this is so amazing. Here’s what it looks like so you know what to look for. So welcome again, Suzy so glad you’re here.
Ashley:, 02:15
Thank you for having me. It’s great!
Suzy:, 02:53
It’s great. Awesome. So I really liked kind of start from the beginning actually the beginning of this specific journey of working with amazing kids with autism, which, you know, is it just right to my heart. I would like to ask you, so I know that you started out as a speech language pathologists in were not initially focused on working with kids with autism. So would you please tell everyone just a little bit about the, or not even just a little tell as much as you’d like. I would love to hear about your experience of meeting Riley and how everything changed right after that meeting.
Ashley:, 02:53
I was definitely a pretty focused speech language pathologists, private practice in the state of Maine. So I’ve kind of had an educational banner to scientific then to me and I’m in 99. I had a new child on my caseload, Riley that you mentioned and at that time there weren’t all that many kids diagnosed with autism, so he was not only a new kid on my caseload, but he was also a new diagnosis for me and so it had back in 86 when I graduated with my masters degree, there just weren’t all that many kids. So there was no real education right in that area. And so what we, um, when I met him at his daycare center, it’s basically, you know, this through my eyes at the time, I really was kind of thinking this is a weird little kid, you know, it’s like he was marching back and forth and he’s going into the millennium.
Suzy:, 03:37
It’s 1999 and so, you know, I’m just going, I don’t understand him, whatever. So when I met him, he literally walked right up to me and he made direct eye contact with me and the minute he may direct eye contact with me, he said, “master” and said, master, I don’t know what happened, but there was some visceral sensation that ran through my body. So I took him to the best of the daycare center to work with him and when we got back there, you know, I closed the door, I sat in front of the door thinking I was just going to give him both, him some time to get acclimated to me but me some time to get acclimated to him too. And he was still walking around saying “it’s the millennium, it’s 1999” and then all of a sudden I was just watching him walk around the room and little four year old boy in a brown hair, Brown eyes, beautiful.
Suzy:, 04:34
And he was. All of a sudden I saw the best way I can describe it as a light body version of him floating above his physical body. So physical body light body. There was the little tail off of his light body foot that went in the top of his head and right down into his chest. I’m a speech language pathologist. So I’m thinking, what the heck am I seeing? What is this? Right? About the time I said to myself in my own head, what is this? What am I seeing? I heard this little boy’s voice in my head say that my light body, “you are here to put my light body back into my physical body” and I had no idea what he meant. I had no idea why he called me master. I knew in that moment that my life had changed. So I, I was so clear that that was a pretty profound moment and he basically took me through a year long process where he would come to me in dreams. He would come to me, he telepathically or through bi-location and he wouldn’t tell me exactly what to do to help him integrate. At the end of that year, he basically was verbally communicating and doing all kinds of things. Once that started, every kid on my caseload started to become somebody diagnosed with. And they were all telepathically communicating. They were all telling me what to do in order to support them. So yeah, it’s a crazy beginning.
Suzy:, 05:39
Yeah, it’s definitely a crazy beginning. And I find that with so many of the children on the autism spectrum that, I mean, even now do, they do need their light body to integrate and it’s often very uncomfortable in the beginning stages of their life. Um, and I’m wondering from you, you know, what is that about? Can you talk a little bit about, you know, what sort of the, what awareness we can have about why when they first come in, they don’t necessarily have their light body integrated in and sometimes it takes three or four years even.
Ashley:, 07:32
All right, well sometimes it takes a lifetime. You know, sometimes it never gets fully integrated. But from what I’ve learned from the kids and what my experience has taught me is that we basically have a bunch of schools that started coming in late 19 eighties, early 19 nineties. And these were a different vibrational frequency, I guess is the best way to say it. And the frequency that they were bringing at that time was very much a mismatch density, physical human form. So we hadn’t had kids that, um, you know, like you say, in many ways they were not able to integrate at all. They were taking years to integrate instead of like a child did born, you know, in my generation or maybe even in your generation where we, you know, we pretty much, you know, we were birthed and we were here, you know, it might have taken us a year to kind of get where OK, I’m in the body. These kids are taking, like you say, four, five, six years to come into the body if they fully come into the body at all. Um, and many of them are choosing, especially some of the ones that were born earlier, 1980’s, you know, that, that group, a lot of those souls literally chose to stay more connected to what I would say they’re, they’re higher dimensional realities then to come and integrate into this one.
Suzy:, 08:07
Absolutely. So since you brought up other dimensions, I would love if you could talk a little bit about. I think it’s so fascinating how some of these children and maybe most you’ll have to let me know, but they stay connected to those other dimensions and sometimes they’re in both places at once. Getting information from there and sometimes it can be confusing. We look at that, but we think they’re distant and they’re off, but they’re actually in multiple places at once. Can you talk a little bit about that?
Ashley:, 09:50
Yeah, absolutely. And it does take, you know, I mean, especially a parent who’s doesn’t have multidimensional awareness themselves, have a child and all of a sudden you’ve got this individual who is functioning in very different ways. I mean, they’re talking to things that aren’t there. They’re seeing things that aren’t there and you know, as far as a parents perspective as concerned, but when you look through multidimensional eyes, you can actually see what they’re talking to and you can see what’s there. And so it became very evident very quickly that, you know, yes, they are speaking to something else. They are learning from something else and that when we begin to be curious about that and ask questions instead of just assuming they’re doing something that’s, you know, weird or not, right, we can really begin to actually start to access those dimensions, those realms and what’s available there ourselves as well.
Suzy:, 10:19
But that whole piece of, you know, you know, if it doesn’t look normal, it must not be normal or it must not be right. It’s just not true. I mean they, they have access to so much. And in the last, um, I would say about the last five years as things like, um, different forms of communication, fail to communicate, and things like that have come in. Now we’re really beginning to understand directly from the children that yes, indeed they are still connected to these other dimensional realms. They have all kinds of friends and supports and they have all kinds of interference also from those realms and that they’re now in one way or another, being able to communicate that to us even though they may not be still verbally communicating. So yeah, there’s a lot going on there.
Suzy:, 11:22
I love that. And I love that you are sharing this with everyone because I often run into a lot of parents who are not so aware of the multi-dimensional reality that we live in and it’s, it’s literally, it’s polarizing looking at, you know, seeing all of these, um, things that are going on. Um, and then being next to a parent who is saying, you know, fall in line to this. Yes, this is right. This is. No, but what I’m curious because I run into so many of those parents who, who aren’t curious and asking questions that are very into the polarity of right and wrong. Do any of those parents kind of come to the witts sanding come to you? How do you speak with them?
Ashley:, 12:20

I’m welcomed into this like almost, you know, it’s funny, I’ve had so many, both professionals. I’ve had like superintendents, of whole school districts say I so didn’t want to come to you because you do have weird stuff if I didn’t want to have to remember having one. I’m director of a school, um, come to me and they said, you know, we’ve got like, we’ve got like 20, 30 percent of our population is now either add, adhd or autistic. What are we going to do? Am I well wait till it goes just over 50 percent and then you know it, you’ll be, you’ll be good as gold because now you’ll have to be responding to this population that 20 percent, 30 percent. You can still pretend like they’re just different from the other kids, but pretty soon they’re going to be the majority instead on my nowhere. At that stage of the game we were really forced to change our consciousness. We’re really forced to change the way we interact with these, with these thoughts or these children.

Suzy:, 13:04
Absolutely. One of the things I’ve heard you say before is that they’re here to take the vibrational frequency of humanity. And so can you elaborate a little bit more on that because I love hearing about that
Ashley:, 14:22
when, you know, one of the first things that the course, once I became telepathic myself and I was able to see multi-dimensionally, I’m going to ask Riley especially all these questions and I would ask him why are there so many of you here now are so many kids diagnosed with autism and we can look at just the environmental factors, you know, we can look at scenes and things like that, which is, has a part to play in all of this. But he basically said that, you know, we were a very patriarchal, um, oriented, um, humanity, you know, very linear oriented humanity with male energy, kind of not just in males, not just in men, but may have kind of running the show and that humanity really got the place where consciously or unconsciously we started calling out for new experiences. We started calling out at a soul level for a new population that might help us shift this.
Suzy:, 14:34
And so we had all of these highly intuitive. Typically boys, come in. And so we’ve got, you know, all of these children may, mainly boys like to say coming in, but they were still aware of their multidimensionality there were still aware of that and more intuitive psychic kind of, um, uh, aspect of themselves. So that in and of itself had a tendency to kind of tip the scales.But there were also a population that, um, what I heard from Riley, they was a lot of these souls have not been here since about the time of Lemurea. And when you think about that, at the time of Lemurea, we had light bodies. We didn’t even have physical dense bodies. So, so here we have all these souls now incarnating that are able to, the fact that they’re even able to be here, quite frankly, blows my mind.
Suzy:, 15:42
What were they doing in the in-between space?
Ashley:, 16:50
This is where I have, this is where if people are going to disagree with my point of view, this is where they disagree with it.
Suzy:, 16:58
Sorry, I went right there. Sorry about that.
Ashley:, 17:06
This is great. I love the addressing that. Um, so one of the things that I had, um, you know, you asked what happened between Lim, urea and now and where were the goals, what was happening to them, right? So some of these souls incarnated, um, on, on earth in this reality, but not necessarily having human incarnation. They may have been guides to others, they may have come in in some other form, but they did not have dense human incarnations. Now, a lot of people that work with kids diagnosed with autism, especially within the metaphysical community, will say, no, I had a session, I had an energy session with somebody and they told me that the reason my kid acts like this is because of an incarnation where they were whatever, something happened.
Suzy:, 17:09
Right? And I don’t want to discount that in any way, shape or form. But what I do want to say is that most of the children that I end up working with are kind of, um, what I would call like a master level of consciousness. So Riley, Riley was masterful enough to be able to say, you know, we’re going to wake you up and we’re going to wake you up really fast. So many of the children that I ended up with are in that same category. And for that reason, that population has not been here very often. Um, and you know, just like many of us only come when there are times of real change. This population, or at least the ones that I work with are, are, are no different than that.
Suzy:, 18:09
That’s so interesting And I, I have noticed a lot of the children that I, I, it sounds so accurate what you’re saying because I look at so many of these children and I had been thinking like, wow, my awareness is that you’re from other planets and you haven’t been here and the way that you’re explaining it actually sort of fills in some of the gaps in that makes a lot of sense.
Ashley:, 19:08
Well when I kept hearing initially then I haven’t very rarely spoken about is what is the fact that, you know, if planet Earth has 12 dimensions, you know, and when I first started asking these kids, it’s like, OK, if you’re not from here, what reality are you from? Is it the, is a parallel reality is a different dimension. And I was hearing things like 19th dimension, well who knows what that means. I mean, but, but what I do know that that means is that that wasn’t, that wasn’t an earthly experience because that’s not available here. And so I, you know, and I’ve kind of delved into that a little bit more since then, but so nine times out of 10, these kids, you know, they, they just literally, we’re not from here. And so if you had, I always give this analogy to especially kind of more parents that are just coming into this awareness about their kids.
Suzy:, 19:34

If we took it a child from France and they ask them to come to the US, we would not expect them to understand our costumes. We would not expect them to speak our language, we would not expect them to have the same dynamics that we do. And yet we have all of these children that are coming from other realms, other experiences, other realities, and we just expect that the minute they get here because they are in the human body because they look like, you know, they belong here. That’s how they know everything that we know and it’s just not true. And so one of the first things to really get across to parents, I think is where we need to talk to this particular calculation about some of the basics. When you do that behavior, it makes me feel like this, what does that behavior look strange in this situation because we wouldn’t do it this way, and you’re doing it that way.

Suzy:, 20:46
Something as simple as really could, can change the dynamics of how a child interacts. And a lot of parents will say, why don’t do that? Because I don’t think they’re understanding me where they’re not looking at me or they’re not present. And I’m saying to them, they are everywhere. Um, I’ve watched kids over and over again, especially in schools where the teachers are in the teacher lounge and they’re having conversations about kids that are in the classroom or kids that aren’t even in the building. And sure enough the kid acts out or speaks out exactly the way that teacher feels about them, you know, and they don’t make the correlation, they just think that the kid doesn’t like them or the kid is being confrontational. A lot of times if you trace it back, it’s because that’s the energy coming at them and they really do have a kind of no time, no space perspective on reality. We can work with that to make that a good thing. Um, but for many initially they think, oh I’m hurt everywhere.
Suzy:, 21:57
Absolutely. The two things that are popping, I mean so many more, but I’m trying to reduce it down to two things. One thing I thought was so wonderful that you were saying, and you briefly mentioned it, a lot of parents are saying, well, I feel like they’re not paying attention or they’re not looking at me when I’m speaking with them, still feel like they can’t hear me or they don’t understand, and again, I had so many experiences where I’ve been with these children and they’re facing the other way and they’re playing in their beans, or their sand because the aesthetic information because they’re moving while they receive it and they need to be touching and tactile and you know, it’s like they actually could surprise the heck out of you is what they’re capable of. If you love what you said, curiosity in the beginning it’s sort of like I wonder how much they are getting and I wonder how much they could surprise me, you know?
Ashley:, 23:23
You were talking about the kinesthetic part. Again, this population has all kinds of different skill sets that most humans just haven’t yet developed or have and are simply unaware of. People are telepathic, but they just kind of brushed under the carpet. You know, when something like that happens may be right, but as far as the kinesthetic part of things is concerned, this particular condition is actually in communion or in union with just about everything. They learned by feeling. They learn by touching me, learn to those senses because there’s an exchange of information. I’ve watched kids play with water, let’s say, you know, they love the water table, they love splashing. There was a picture I saw was a kid diagnosed with autism is throwing a lot of up in the air and he’s up. He’s at a farm, right?
Suzy:, 24:15
He’s not playing at the farm. He doesn’t want to ride the horses. He doesn’t want to be in the garden. Right. He’s just playing in the waters, throwing it up and somebody took pictures. He throws it up and what’s in the picture? But a horse in the water, throws up another and it’s a tree or a plant or a garden. It’s like, again, it’s like, how does that happen? I mean, he is communion communing with the element of water and there’s a older, um, artistic woman that, uh, was talking about this too. She said she goes over to the sink and she just flips her hands in and out of the water. She says, “I’m talking to the water” But these are things that because we don’t have that sentence or that skill set, we kind of just look at it that it’s, it’s weird, right?
Suzy:, 25:35
And I love so much that you’re sharing things like this with us that we might not have thought of or recognized otherwise. So that’s really, really cool. And when you started talking about the water, I thought you were going to talk about how I know that you are in connection with the collective consciousness of, you know, these children and probably adults. Anyone you know, with this vibration that they’re emanating. Um, but I, I remember one time you talking about how they are the water, you know, they are all of these things in that communion and um, so if you would touch upon that for a minute, you know, how they are. So, um, you know, there is not separation.
Ashley:, 26:34
So onto this planet when worn on a planet of duality and so we immediately take on the imprinting of separation and no matter how much we like to think that we’ve moved beyond that, it’s like I talk to people every day, but you know, as I hear myself, you know, use those kinds of words and that kind of imprinting all the time. So we all are, are born into that consciousness. But part of the heart of the, what’s going on with these kids is in the recent that they don’t fully integrate into the body is because they’re not interested in integrating into duality there. Also not integrate, interested in integrating into old family lineage patterns, you know, that that become very predominant and very activated if you are integrated all the way down to the root Chakra. So they’re like, we’ll say from the heart up while I have you guys worked through the, you know, the family lineage stuff and we’ll will reflect that back to you, but we won’t take it on ourselves.
Suzy:, 27:23
So you know, so we’ve thought so they really do come in with this more unified sense of experience, I guess is the best way to say it. And once we understand that we can teach parents and professionals who use that to their benefit too, to the professionals benefit in actually took the child’s benefit too, because if you’re wanting, for instance, to help a child be present and accounted for in a classroom, guess what you need to do, it need to be present and accounted for in the classroom because because they’re always watching the energetics of things. They’re all willing sensing and feeling the energetics of things. So it’s especially true with their parents because of the biological connection. So anytime of a parent says to me, I want this child to change that behavior. We look and see where that behavior might be a reflection of something that might be going on, but for the parent and the child is showing like the um, anxiety and stress and fear.
Suzy:, 28:35
OK Mom, dad, where are you experiencing anxiety, stress and fear. Probably just from having a kid diagnosed with autism. But when they start working with the parent to reduce the anxiety, stress and fear, guess what happens? It reduces in the child. Yeah, yeah, yeah. Even things like somebody thought I was joking at one point and they. I had a lot of questions about medication and um, I was talking to somebody once about homeopathy and different protocols for kids diagnosed with autism. And I said, you know, I talk to a lot of homeopaths. And I said, please treat. It’s not a joke. Please treat the parents, you know, please treat the parents first, see if there’s any response or reaction to treating the parents and then incrementally add something for the child. Whatever is the residual energy that needs to be processed. Because that’s the other thing that I was hearing over and over again.
Suzy:, 29:59
So much of the information that is reflected back to these kids is simply a reflection. They’re not coming with a lot of their own baggage. But man, are they really good at reflecting pattern. Right. And if we understand that we don’t take it personally, we don’t get, you know, things that were bad parents or anything like that. Because of that, we simply use what is, um, use what will actually work for them in this way if we understand it, it works pretty beautifully. So I love getting parents of kids that are like two or three because you can change the whole dynamic early intervention, early intervention, especially when there’s a real conscious awareness about who their child is and how they actually function versus how most people think that they might function.
Suzy:, 31:15
There’s a lot of misconception. Absolutely. But I think you’re doing such an amazing job of increasing so much awareness around what’s possible and what’s really going on, you know, just a very, very different perspective. And so I’m so grateful that you’re doing this. I am so excited about what’s to come and I know that we don’t really have much time left. But one thing I really wanted to talk to you a little bit about that is such a commonality or a common thread or theme within your whole business is telepathy. And I know that you’re teaching so many practitioners to work with children. And can you just talk a little bit about that? And how, how much change that’s creating by sending people out there who can offer the support to parents or caretakers or therapists or teachers or whatever it is?
Ashley:, 32:23
I think there’s two things. There’s the telepathy part of things. And then there’s also, I think my background as a speech language pathologist makes me a little bit more focused on the professional aspect of um, how we interact telepathically. Because funding to be telepathic and get all kinds of information from the kids. It’s another way. It’s another thing to deliver it in a way that is professional that can be understood, that’s not scary to the parent. And so awesome is. And the practitioner process really looks at those two things hand in hand. You know, cause I, you know, you hear people all the time and say, well I was a daycare provider and I was receiving these kinds of messages and I went in, I told the parent that I was receiving these messages and I got fired and the parent got mad. Well, I think you should have gotten fired and they shouldn’t have gotten mad because, you know, it’s like.
Suzy:, 33:16
So I think that, you know, what, we can talk about what the practitioners all the time is, if you were to legacy, is about you demonstrating the skill set that other people don’t know that they have yet. If it’s just about that, then this probably isn’t the process for you. But if you’re wanting to use telepathy as a bridge between those worlds and the worlds of many in the parents, then there is a way to do it very professionally. Um, where the information is, can be proven, you know, when you give people very specific information at, at the place where they can actually hear it and they applied that, all of a sudden they kind of go, oh my gosh, that was right, that, that worked. You know. And the other thing is, is like right now there’s a, there’s a neuro-scientist Dr Diane Howell, who is, she’s actually, I’m testing children diagnosed with autism.
Suzy:, 34:20
Um, and finding that indeed they are highly telepathic. So it’s, I mean, this is like scientific research now, you know, so it’s not that it’s not even any longer than, it’s just some kind of fun parlor trick, you know, there to be telepathic. It’s um, that awareness is coming more and more into the collective human consciousness. And uh, it’s, you know, I think maybe 280 or something practitioners in about 16 or 17 different countries. And so it doesn’t matter where you come from, it doesn’t matter. Quite frankly, we are… Like I said earlier, we’re all telepathic. Um, it’s just that some of us have honed that skill just like some of us have honed our tennis skills, you know, it’s like we hone that skill and um, we trust it and we get better at it and if we offer it in a professional way, what I’ve noticed is the collective consciousness of the children is more than happy to give us more and more information that we might not otherwise consider possible.
Suzy:, 35:27
And this, this work that you’re teaching or practitioners. It’s not just for non-verbal children, right? Oh No. Any, um, is there, is what I learned from Riley and so many of the kids and you know, I work with adults who have all kinds of energetic awareness and sensitivities and are integrating all kinds of amazing things. But what I, what I am absolutely a 100% on is that there is for everybody. There’s a higher part of us that knows how to support the parts of us that are struggling. There’s a higher part that understands how to support the part or the lower part, let’s say. And when we really begin to listen to that in any child, in any adult, even within ourselves and really apply it, what we begin to find out is that, you know, we always have the help we need.
Suzy:, 36:45
We always have a support we meet, it’s right within us, you know, and so this has a way of, at least initially kind of bridging that gap for somebody who doesn’t believe that they’re being supported or maybe even feels like they are being punished… You know, um, and it’s just not a, it’s just not true. I mean, we always do have the support we’re looking for. We just have to look for, it within ourselves… and in the higher consciousness then the kids.
Suzy:, 37:45
I just used the word hopeful. I mean that message of what’s possible. Just feel so hopeful for parents, for teachers, therapists, caretakers, everybody on such a spectrum of what they are, you know, dealing with, you know, what’s in front of them, whatever situation that is. it’s so hopeful. I love that. Um, so all of you who are listening, I don’t know if there is drawn into this as I am because I have a million other things I want to learn. So I’m definitely going to go on Suzy’s website and consume content. Whatever it is there. So, Suzy, would you please tell the listeners a little bit more about how to get in touch with you and whatever the next steps might be for, for, you know, continuing on with you.
Ashley:, 38:23

SuzyMiller.com , you can email me at suzy@suzymiller.com when you go to the website. A couple of things that are there right now that, um, are pretty accessible. There’s a 30 Days of Awesomeism, which is a free offering. There is a monthly energy sessions where I actually support people in integrating all kinds of different things and we have the Awesomeism practitioner process now actually has an online classroom so people can take it wherever they lock, whatever time they want. It’s really beautifully set out and you know, it has a lot of the information that came since the book. So even if you buy the Awesomeism, the book, um, there’s so much more and so it really, it really gives an opportunity to, you know, fill in some of the information that was in the book and take it that much further into really practical application.

Suzy:, 39:19
I liked that so much. The practical application I think is so important because people are looking for those tools that they can apply right away and start to see some change and then we can keep going deeper and deeper into that. So I love that you’re offering such practical and professional ways of implementing it. I liked that very much. That’s important to me as well. I hope that all of you will continue to take the next steps to Suzy and take her up on all of these amazing things that she has just listed for you. And of course, as you know, I will include all of the links that she has mentioned a below this interview so that you can easily click on them and check everything out. So also, please be sure to subscribe to the series of get involved in the conversation and please leave comments for us, both of us would love to get back to you and hear your feedback, what you’re interested in, what other questions you have. That would be really wonderful. And thank you all for joining us. And a huge thank you Suzy. Thank you so much for joining me today.
Ashley:, 40:21
Thanks for having me. It was wonderful.
Suzy:, 40:21
Bye everyone. We’ll see you on the next video.
Ashley:, 41:30

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(Pioneer in the field of Autism)

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