Be equipped and energized! Now available in On-Demand Format

This Symposium will provide you with practical application of the current evidence & hottest topics in school-based practice. This is the essential course for every school-based OT, PT, and SLP practitioner – whether you’re new to the practice, or you’re an experienced therapist seeking more ideas! The 8th Symposium consists of 16 seminar topics including AI for assessment & documentation, understanding behavior, toileting skills, embedding in pre-k and kindergarten, seating assessment, cortical visual impairment, caring for wheelchair and other devices, AAC for young learners, gait trainer use, motor learning principles for autistic students, puberty and sexual development in individuals with intellectual and developmental disabilities, executive function and academic skills for autistic learners, MTSS ideas for common OT referrals, supporting students with pediatric neuromuscular disorders across the school day, and addressing social (pragmatic) communication disorder. Come and learn from the leading experts in the fields of school-based and pediatric practice, and leave the course with elevated knowledge and skills, and your Bonus Practical Tools that you can use the very next day!

The 8th Symposium is co-sponsored by…

Visit Our Therapy Tools and Equipment Sponsor…

The ability to offer all 16 seminars from the 8^th School-based OT , PT, and SLP Symposium on demand at the discounted bundle price of $449  is brought to you by our partnership with Rifton, Inc. and Legiliner. Note that by purchasing this symposium, you consent to sharing your contact information with these two companies. Email applyebp@gmail.com if you have any questions or concerns, or want to opt out.

*These on-demand versions were pre-recorded to ensure superior quality for a smooth learning experience. Pre-recording allows us to deliver clear content without the distractions or technical issues that can occur during live sessions. As a result, the pre-recorded and the live versions may differ slightly.

Adiaha Spinks-Franklin, MD, MPH, FAAP is a board certified Developmental-Behavioral Pediatrician. She has more than 20 years’ experience in caring for children and adolescents with developmental disabilities and behavior disorders, and in training pediatric health care professionals in the US and abroad. She holds leadership positions in many national pediatric professional organizations.

Beth Gardner, CCC-SLP has over 10 years of experience working in preschool, early intervention, and outpatient settings. She serves as an early intervention team lead, mentor for graduate students, and is a past President of the Ohio Division for Early Childhood.

Cathy Ripmaster, MSPT is a school-based PT working with students with complex disabilities in Kent County, MI. Cathy is a certified Mobility Opportunities Via Education (MOVE™) International Trainer since 2001, providing trainings to empower other therapists promote students’ movement throughout their school day.

Daniella Rutner, OD, MS, MBA, FAAO is the Chief of Vision Rehabilitation at the University Eye Center and an Associate Clinical Professor at the SUNY College of Optometry. Daniella loves improving the visual function of her clients to impact their lives in a meaningful way, such as via helping children to read and learn, and participate in ADLs.

Dawn Merth-Johnson, M.A., CCC-SLP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on SLP and AT. She has 30 years of clinical and supervisory experience in the schools, long-term rehabilitation, and at the university level.

Elizabeth Cleveland, PhD, CCC-SLP is the CEO and Clinic Director of Fusion Center Network, and the Director of Training for the Arkansas Leadership Education in Neurodevelopmental Disabilities (LEND) program. She regularly trains professionals and families across sectors, like education, health care, and child welfare.

Erika Buckhouse Hanson, PT has worked in the schools for 20+ years. She is a clinical instructor, mentor therapist and special education teachers and course-captain. She is a co-author of North Dakota’s Guidelines for Occupational and Physical Therapy in Educational Settings.

Joanne Bundonis, PT, PCS, ATP/SMS, C/NDT is head of PT at 1st Cerebral Palsy of New Jersey. She is certified as a pediatric specialist from ABPTS since 2001, as Assistive Technology Practitioner from RESNA since 2003, and as a Seating and Mobility Specialist in 2024.

Karen Tartick, PT has been practicing for over 30 years in a variety of settings including outpatient orthopedics, early intervention, acute care, NICU, and school-based PT.  Karen has served as a member of the Autism subcommittee of the School Based Physical Therapy Special Interest Group. Karen is an APTA Advanced Clinical Instructor, and a mentor for school-based portion of the pediatric residency program at the University of North Carolina at Chapel Hill, where she serves as an adjunct faculty member.

Lara Collins Barros, OTD, OTR/L has been a school-based OT for over 25 years. She discovered the CO-OP Approach while completing her OTD at NYU and has never looked back. She had the privilege to develop “A Guide for Implementation: Using the Principles of CO-OP to Frame a Top-Down Approach with School-Aged Children” with the mentorship of Dr. Helene Polatajko of ICAN CO-OP.

Lou Ann Hintz, PhD, OTR is an Assistant Professor at Texas Woman’s University and PhD Program Co-Coordinator with over 15 years of school-based OT experience, including 10 years as an OT Team Lead in Plano ISD. She has presented widely at the state and national levels.

Michelle Silverman, OTD, OTR, ATP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on OT, PT, and AT. She has 30 years of clinical and supervisory experience in schools, pediatric clinics, and at the university level.

Pamela Cummings, M.Ed., PT has over 30 years of experience in various areas of pediatric PT: school-based, home-based, perinatal care, NICU, PICU, inpatient, and clinic-based.   She is the Director and PT Consultant for the I-Team Early Intervention Project and the 24-Hour Postural Care Project.

Panagiota Tampakis, SLPD, CCC-SLP is an Assistant Professor of Teaching and the Program Advisor in the Communication Sciences and Disorders Program at Teachers College, Columbia University. She has worked as a speech-language pathologist in NYC schools.

Rebecca AA Wilson, PT, MS, C/NDT, PCS has over 20 years’ experience providing EI and school-based services in Iowa and Illinois. She is a clinical instructor for several DPT programs, guest lecturer, and author of concurrent validity study on the School Outcomes Measure (SOM) and the PEDI.

Disclosures:

• • • • Adiaha Spinks-Franklin, MD, MPH, FAAP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Beth Gardner, CCC-SLP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Cathy Ripmaster, MSPT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Daniella Rutner, OD, MS, MBA, FAAO receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Dawn Merth-Johnson, M.A., CCC-SLP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Elizabeth Cleveland, PhD, CCC-SLP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Erika Buckhouse Hanson, PT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Joanne Bundonis, PT, PCS, ATP/SMS, C/NDT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Karen Tartick, PT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Lara Collins Barros, OTD, OTR/L receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Lou Ann Hintz, PhD, OTR receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Michelle Silverman, OTD, OTR, ATP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Pamela Cummings, M.Ed., PT receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Panagiota Tampakis, SLPD, CCC-SLP receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.
      • Rebecca AA Wilson, PT, MS, C/NDT, PCS receives a speaking fee from Apply EBP, LLC. She has no relevant nonfinancial relationships to disclose.

Webinar 1: (Target audience: OT/As, PT/As, and SLP/As) Using AI to Elevate Your School-based Assessment and Documentation: Plus, Best Practices and Other Applications for OT, PT, and SLP Practice with Michelle Silverman, OTD, OTR, ATP and Dawn Merth-Johnson, MA, CCC-SLP

Learning Objectives: At the completion of this course, the learner will be able to

1. 1. 1. 1. Identify 3 guidelines for ethical use of Artificial Intelligence (AI) for OT, PT, or SLP school-based practice
         2. Determine 3 ways to use AI as an efficient and ethical time-saving tool for department systems and documentation.
         3. Apply 3 strategies for using AI to support assessments on a given case study of a student with disabilities.

Webinar 2: (Target audience: OT/As, PT/As, and SLP/As) Understanding Behavior: Practical Strategies to Build Engagement In Therapy Sessions and in the Classrooms with Adiaha Spinks-Franklin, MD, MPH, FAAP

Learning Objectives: At the completion of this course, the learner will be able to

1. 1. 1. 1. Identify the 4 functions of behavior that influence student participation during sessions and in classroom routines.
         2. Determine 4 key child, adult, task, and environmental factors that affect goodness-of-fit and behavioral responses.
         3. Apply 3 strategies for managing behaviors to support student participation and learning on given case studies.

Webinar 3: (Target audience: OT/As & PT/As) The 6 Steps of Teaching Toileting Skills Evidence-based Interventions within the Scopes of OT and PT Practice with Erika Buckhouse Hanson, PT

Learning Objectives: At the completion of this course, the learner will be able to

1. 1. 1. 1. Determine the 2 fundamental goals in teaching toileting skills
         2. Identify 3 evidence-based behavioral interventions for teaching toileting skills
         3. Apply 3 strategies for teaching toileting skills on a given case study of a student with disabilities

Webinar 4: (Target audience: OT/As & PT/As) Supporting Students with Pediatric Neuromuscular Disorders across the School Day with Rebecca AA Wilson, PT, MS, C/NDT, ABPTS Board Certified Pediatric Clinical Specialist

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 appropriate accommodations, modifications, and interventions for ambulatory students with Pediatric Neuromuscular Disorders (PNDs) across various school routines
         2. Determine 3 appropriate accommodations, modifications, and interventions for non-ambulatory students with PNDs across various school routines
         3. Apply 3 evidence-informed strategies for promoting school participation in given case studies of students with PNDs

Webinar 5: (Target audience: OT/As & SLP/As) Addressing Social (Pragmatic) Communication Disorder: From Identifying Symptoms to Inclusive Intervention with Elizabeth Cleveland, PhD, CCC-SLP

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 symptoms of social (pragmatic) communication impairments that can be observed in school.
         2. Identify 3 pragmatic profiles as seen in children with attention-deficit/hyperactivity disorder (ADHD), fetal alcohol spectrum disorder (FASD), and autism.
         3. Apply 3 strategies for supporting pragmatic language on given case studies of students with disabilities.

Webinar 6: (Target audience: OT/As) 3 Steps to Successful Embedding of OT Services in Pre-K and Kindergarten: Plus 6 Real-life Case Study Applications with Lara Collins Barros, OTD, OTR/L

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 reasons for providing embedded services to improve a student’s performance and participation in the preschool and kindergarten environment
         2. Identify the importance of each of the 3 steps of embedding: observing, hypothesizing, and intervening
         3. Apply 3 occupational therapy interventions in an embedded manner on given case studies of students with disabilities

Webinar 7: (Target audience: PT/As): Mastering 2 Critical Points of Control for Gait Trainer Use: Creative Problem-Solving for Children with Complex Disabilities with Cathy Ripmaster, MSPT

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 benefits of using gait trainers for children with complex disabilities (Gross Motor Functional Classification Levels of IV or V)
         2. Identify the 2 critical points of control for proper positioning in a gait trainer
         3. Apply 3 strategies for problem-solving pelvic and head alignment on a given case study of a child with complex disabilities who is using a gait trainer

Webinar 8: (Target audience: SLP/As) Embedding SLP Supports in Pre-K and Kindergarten: 6 Case Study Applications Across the School Day with Beth Gardner, MA, CCC-SLP

Learning Objectives: At the completion of this course, the learner will be able to

1. 1. 1. 1. Identify 3 benefits of embedding speech and language services for pre-k and kindergarten students
         2. Determine 2 strategies to determine opportunities for embedding speech and language services within the school routine
         3. Apply 3 embedded interventions for addressing speech and language goals on given case studies of pre-k and kindergarten students

Webinar 9: (Target audience: OT/As) MTSS Tier 1 Ideas for 2 Common OT Referrals: Evidence-based Strategies to Support Handwriting and Sensory Needs with Lou Ann Hintz, PhD, OTR

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 benefits of OT practitioner’s participation in a Multi-Tiered System of Supports (MTSS).
         2. Determine 3 Tier 1 MTSS strategies for promoting sensory-friendly classrooms to support learning for all students.
         3. Apply 3 Tier 1 MTSS practices that OT practitioners can implement to support handwriting skills for whole-class or school-wide participation using provided case studies.

Webinar 10: (Target audience: OT/As and PT/As): 3 Key Steps for a Comprehensive Seating Assessment: Guide to Optimal Positioning and Equipment Recommendation with Pamela Cummings, M.Ed., PT

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 impacts of proper positioning on a child or youth’s function and participation in school, at home, or in the community
         2. Differentiate between the role of a current seating assessment and a mat assessment in the comprehensive evaluation process
         3. Apply three strategies from the comprehensive seating assessment steps to a case study of a child or youth with complex disabilities.

Webinar 11: (Target audience: OT/As and SLP/As) Executive Functions and Academic Success in Autistic Students: OT and SLP Strategies Aligned with the Common Core Standards | Panagiota Tampakis, SLPD, CCC-SLP

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 ways executive functioning (EF) skills may present in autistic students
         2. Determine how EF challenges in autistic students can impact progress toward common core standards
         3. Apply 3 EF strategies that OT and SLP practitioners can use collaboratively with the team to target common core standards in a given case study of an autistic student

Webinar 12: (Target audience: OT/As and PT/As) 7 Motor Learning Principles for Autistic Children and Youth: Evidence-based Strategies to ACHIEVE Function and Participation with Karen E. Tartick, PT

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify areas of fine and gross motor challenges common in autistic children
         2. Determine 3 evidence-informed strategies to promote motor skills in autistic children and youth
         3. Apply 3 motor learning principles to support function and participation on given case studies of autistic children and/or youth

Webinar 13: (Target audience: OT/As and PT/As): Caring for Wheelchair and Other Seating Devices in the School: The Who’s Who and How-to of Maintain, Adjust, Replace, and Repair with Joanne Bundonis, PT, PCS, ATP/SMS, C/NDT

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Determine 3 considerations when deciding whether it is appropriate to address an equipment issue or not
         2. Identify the 3 keys to equipment readiness for use when participating in school or in the community
         3. Apply 3 strategies for caring for the equipment on given case studies of children or adults with disabilities

Webinar 14: (Target audience: OT/As, PT/As, and SLP/As) 4 Steps of Embedding Augmentative and Alternative Communication in Daily Routines Supporting Early Language Learners with Beth Gardner, MA, CCC-SLP

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 principles for embedding the use of AAC in daily routines in the child’s education, at home, and in the community
         2. Determine 3 considerations for assessing appropriate AAC options for children with disabilities
         3. Apply 3 strategies for successful implementation of AAC on a given case study of a child with disabilities

Webinar 15: (Target audience: OT/As, PT/As, and SLP/As) Understanding Cortical Visual Impairment (CVI): Integrating Vision-Informed Strategies into OT, PT, and SLP Practice with Daniella Rutner, OD, MS, MBA, FAAO

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 key visual behaviors indicative of cortical visual impairment (CVI) in school-aged children.
         2. Determine 3 ways CVI influences motor, sensory, communication, and learning outcomes.
         3. Apply 3 CVI-adapted strategies OT, PT, or SLP practitioners can integrate into their interventions to given case studies of children with CVI to improve participation and access in the schools.

Webinar 16: (Target audience: OT/As, PT/As, and SLP/As) Puberty and Sexual Development in People with Intellectual and Developmental Disabilities: Strategies for Body Awareness, Hygiene, and Healthy Boundaries with Adiaha Spinks-Franklin, MD, MPH, FAAP

Learning Objectives: At the completion of this course, attendees will be able to:

1. 1. 1. 1. Identify 3 differences in sexual development of youth with intellectual and developmental disabilities (IDD) versus peers without IDD
         2. Apply 2 strategies for teaching body awareness and healthy boundaries on a given case study of a child with IDD
         3. Apply 2 strategies for addressing puberty-related situations (e.g., menstruation, hygiene, self-stimulation) on a given case study of a youth with IDD

Here are the 16 included seminars. For a full description of each seminar please download the Brochure.

• • • • Webinar 1: Using AI to Elevate Your School-based Assessment and Documentation: Plus, Best Practices and Other Applications for OT, PT, and SLP Practice | Michelle Silverman, OTD, OTR, ATP and Dawn Merth-Johnson, MA, CCC-SLP (Target Audience: OT/As, PT/As, and SLP/As)
      • Webinar 2: Understanding Behavior: Practical Strategies to Build Engagement in Therapy Sessions and in the Classroom | Adiaha Spinks-Franklin, MD, MPH, FAAP (Target Audience: OT/As, PT/As, and SLP/As)
      • Webinar 3: The 6 Steps of Teaching Toileting Skills Evidence-based Interventions within the Scopes of OT and PT Practice | Erika Hanson, PT (Target Audience: OT/As, PT/As, and SLP/As)
      • Webinar 4: Supporting Students with Pediatric Neuromuscular Disorders across the School Day | Rebecca AA Wilson, PT, MS, C/NDT, ABPTS Board Certified PCS (Target Audience: OT/As and PT/As)
      • Webinar 5: Addressing Social (Pragmatic) Communication Disorder: From Identifying Symptoms to Inclusive Intervention | Elizabeth Cleveland, PhD, CCC-SLP (Target Audience: OT/As and SLP/As)
      • Webinar 6: 3 Steps to Successful Embedding of OT Services in Pre-K and Kindergarten: Plus 6 Real-life Case Study Applications | Lara Collins Barros, OTD, OTR/L (Target Audience: OT/As)
      • Webinar 7: Mastering 2 Critical Points of Control for Gait Trainer Use: Creative Problem-Solving for Children with Complex Disabilities | Cathy Ripmaster, MSPT (Target Audience: PT/As)
      • Webinar 8: Embedding SLP Supports in Pre-K and Kindergarten: 6 Case Study Applications Across the School Day | Beth Gardner, MA, CCC-SLP (Target Audience: SLP/As)
      • Webinar 9: MTSS Tier 1 Ideas for 2 Common OT Referrals: Evidence-based Strategies to Support Handwriting and Sensory Needs | Lou Ann Hintz, PhD, OTR (Target Audience: OT/As)
      • Webinar 10: 3 Key Steps for a Comprehensive Seating Assessment: Guide to Optimal Positioning and Equipment Recommendation | Pamela Cummings, M.Ed., PT (Target Audience: OT/As and PT/As)
      • Webinar 11: Executive Functions and Academic Success in Autistic Students: OT and SLP Strategies Aligned with the Common Core Standards | Panagiota Tampakis, SLPD, CCC-SLP (Target Audience: OT/As and SLP/As)
      • Webinar 12: 7 Motor Learning Principles for Autistic Children & Youth: Evidence-based Strategies to ACHIEVE Function and Participation | Karen E. Tartick, PT (Target Audience: OT/As and PT/As)
      • Webinar 13: Caring for Wheelchair and Other Seating Devices in the School: The Who’s Who and How-to of Maintain, Adjust, Replace, and Repair | Joanne Bundonis, PT, ATP/SMS, C/NDT, ABPTS Board Certified PCS (Target Audience: OT/As and PT/As)
      • Webinar 14: 4 Steps of Embedding Augmentative and Alternative Communication in Daily Routines Supporting Early Language Learners | Beth Gardner, MA, CCC-SLP (Target Audience: OT/As, PT/As, and SLP/As)
      • Webinar 15: Understanding Cortical Visual Impairment (CVI): Integrating Vision-Informed Strategies into OT, PT, and SLP Practice | Daniella Rutner, OD, MS, MBA, FAAO (Target Audience: OT/As, PT/As, and SLP/As)
      • Webinar 16: Puberty and Sexual Development in People with Intellectual and Developmental Disabilities: Strategies for Body Awareness, Hygiene, and Healthy Boundaries | Adiaha Spinks-Franklin, MD, MPH, FAAP (Target Audience: OT/As, PT/As, and SLP/As)

To help you apply what you learned the very next day you return to work, you will leave the course with your School-based OT, PT, and SLP Symposium Practical Toolkit, which may include Cheat Sheets, Clinical Reasoning Worksheets, Tools, and/or Resources for each seminar you complete, live or on-demand.

For OTs and OTAs

• • • • Apply EBP, LLC is an AOTA-approved provider of CEUs. Attendees will receive 0.15 AOTA CEUs for each seminar completed, for a total of 1.95 AOTA CEUs if the 13 seminars that target OT/As are completed.
      • Completion of a webinar requires watching the full video, passing the post-test (with a score of 70% or higher), and completing the course evaluation.

For PTs and PTAs

• • • • PT/As may receive up to a total of 16.5 CE hours of training by completing all 11 seminars that target PT/As. Completion of a webinar requires watching the full video, passing the post-test (with a score of 70% or higher), and completing the course evaluation.
      • • The symposium is approved for up to 16.5 CE hours in AR (APTA-AR 2806), CA, MD (#2025-1230 thru 12/19/29), OH (OPTA #26S0516 thru 4/16/27), and TN (#2026-1140 thru 4/15/27); up to 15 CE hours in NV (CE Broker Tracking #20-1347719 thru 2/26/28); and up to 10 hours in NJ (Approval #2512-97, thru 1/31/2028).
      • The symposium is considered approved in states that accept courses co-sponsored by an APTA section/chapter, by virtue of being co-sponsored by APTA Michigan: in MN per Rule 5601.2400, in MS per regulation Part 3103 Rule 5.4 (1) (b), and in SC per C. Code Regs. Ann. § 101-07(3).
      • We are applying for approval in other states. Email carlo@applyebp.com to obtain CEUs for your state.
      • These PT state boards accept approval by other states boards, associations, and AOTA: AK, AZ, DE, FL, HI, IN, KS, KY, MA, MI, MT, NC, ND, OR, PA, RI, SD, UT, VT, VA, WI, WY, and DC.
      • These states do not require pre-approval of courses or have no CE requirements: AL, CO, CT, GA, IA, ID, ME, MO, NE, NH, and WA.

For ASHA CEUs

• • • Up to 1.35 ASHA CEUs if you complete all 9 webinars for SLP/As| Intermediate Level
    • You will receive 0.15 ASHA CEUs for each seminar completed. after watching the full video, passing the post-test (with a score of 70% or higher), and completing the course evaluation.

• • • ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products or clinical procedures

Ticket Prices and Discounts

• • • $449/person

Purchasing Tickets

Select on the ticket type below. Enter required information.

• • • Paying with a Credit Card: Click here to register instantly
    • Paying via PO and/or using a tax-exempt certificate: Email vicki@applyebp.com.

Cancellation Policy

You will have access to this course for 4 months. There is no cancellation once course is purchased. Please email us if you have any questions.

Accommodation Request

Email or call prior to registration to request accommodation.

Complaints Resolution

We welcome all feedback. Please email applyebp@gmail.com if you have any complaints so that we may work with you towards a resolution.

On-Demand Webinars: Watch and Re-watch on your own time