ࡱ> 7456nn芰+ l8pPNG  IHDR@O*<sRGB pHYs+IDATx^geYއ>mj3@wc3PIt*mJAЇP!}Q"&ӦLVVeV~:sӔ]nk/n-+_DZJ^0BX?̋~kgt0Wge%:krwbu&+uӬu?Nث~^\\ZZZ<88) }gxQ̭׮WNOOdggguueohnnn.pOxveiݻ'- Np2873͟tiyVVW@6~hpT#9y0\Apuyiyuuk),//C5*/)X* 'L d7· |g VeTl9ÅYH?W xsv8'-"϶DC}ɍ͍0\E]YAl_]_E7=mzey y4aSu6%tҘqځoՃᴐ6F>ĈacK@7:dpfWb.s, .15MWShm.U^wttXpՒ֝;+'o}3_ 4ՠ;`ȨyYω=k4e@1kquʕWƁ /sΚH sc{ .5ЏEp_3qx*ٖ9+A[JT:6r=28=zٳyٻ{/;/Ic|ߴ흁SGJe̤3  ]Ez73094{^¬~껚+66_ n?A:W(B,y |feTq!jޱVڿW6cJW*{绻J3L*hpXMZᙃ.:*:QYv-g`cZkXY+͇R[T!w4$:_|9>|ǟ||??|w?~Nަ" MNX!>_k"+Y1Ġ9\(_N;ocZT Ǒ]Y;cuI(C. 欭F5e(qxUjwSAz&'Ͽ>sg|'i [[`{|ƍ?я{׮QR=B5PT3~e4=oTsJfj9o"Zz+8QqLh=QV)sN揆aDq&pǢK#D*/>Adc;=[YY~¥]൑?2ptsd{N޻wda[R݆fbIX3„Y`?~~[++Ϟ?o)/g-C#%0F 0M2>?,*a:o&x/@/|$S&jx$/ ?o>x BD IJNs;0 c_Y~) W׮]?g.Hv|ć| KhļYE MImUjn !{Nsf4/ng?{\m/ %rL:EO'ƹ, :Cn4۽`]|gHmLJ AD@[6QgfF\0++wh2 V͎_'lu>Ykf`nMW\(AE'/naogpLqh`C[ R ~^[> tޣ͚33x|.ܴKWd$^Y9>Ǐ޽{O<͞ΎV *2s)xɆ"Ha. ,Fj}+K+R!%o,9 gpi璡K8oC:/„̘%S/maao|xP\KG5E'#q Ƨ>'9$@74R< A}y/ٟ;kN 6B$kWNȢ̨R^ 2s KⰦNEh,VY8%X_Vw Lfh)Hh֏%u _'V-̶47@s @Ap?vX=2X7/ݽ/>bGd3Wt d2ld ̤wIr A_;ߕzn޻wM6"%wigU{C&n~#OLm2!ip:OO2v)MMmڣTǃ="8? %Uv_Jz't]=5\Ayx5{:v74)7%G2e?F,'w,)M\D=:z__bsV$!mo$`d@/BhnO'1uGS &P؈b^`hr &WC`c?ɛuzrXvv?k7-5PS Gq RM$ ^GgBv9?Mv Lٛ.D $Lw Vx^l߻wCKlD,O"'{5ؓ" (GRS;љB2eEO,.FlAތj蝀f󓀩)|E 䴙K6œ'Hg5"_{]^_֍4HOfJ"40c3[#,,G{ǰB]o?7)c%:*7#ay ܷ mN=ı/ƥ)kLKڳ%TVozM;%PFb2knOaʗIΝJX/9h3 b!U`3'NA -zpš{V<RHfaR &g½#ի1$P!ٰ" Hh|x\ڗ3E/t߁|X*>&64. ):HEs,1p:hD{ѣ8c/;W jE*ЈBj5m_{ݰ]x3e*jhsF007D!*9Zh}_7G\P**IwآxgԴ eF_,KIz! *HSZd!.WЊ _kWfrk+OŔ=E`/Ed/B଺UliP)Sx1RD+@:e*7]Qj.{N{oc݆7J8},(#&:wkmhUy*.G/=`G7o޺~Z:V n\POp'ё(Lp.B҄Lū>cFUC8b-OO7 yr›/1mbϙaKrfҎn5r1k%y03Eu==.w.\4,gnS7[Σ+'z˩iXu=Wo+^"O>QdYRc'?zرVʰh{c2^`b2 }|(WF[>y /mdeCz+U'1eL$atGrV~D"U5{~~[ܦp3{[M@_i89B[OA@y>RVgm^]g{(ba ,TS>j j"frrsQτ>yїIT8:BZKk؜ eu(;-1[6JGO腶GX@1J.-_{ғ饝&B4۴eQX+ʵ9j'}\k#u[H`֥OeTﭺ9-u Cf5Is SnZre8>N$B&d7yn(kXpXb 'Vm1Gnid\-hNq0ohe+c@$iOΑ\kc VW~"1b髟E\_E3\Y,+8;Xꫠ?VfeM0chz:RH֣rʑ5I%eMWux I>6`;JCtޜ(^Ѯuqxg*_8tIlɕ,$B,uju+ 1+S;n ,Z-|F,p/I>P:! pX &Sgq%7tGdܙ'XarDL#ԆF.%ީ7(Y0}.6G-qR|E >Ia+WPu7549,OV{OJxA=6dʹ8Թ x=YmLe%[ҨʬxemU-J/$F4;̹K&':=tTsT7K@ P@xغ7GёFu|>A`.F০lv @-;NKS3aE_rhhj@Th*uB 3)|rSb)ǐQnT&< &8 uF: dlȯ/ݽ80?o?!CkսvDMcb刴%\4dk X̉x˳7+y%̏)PLJ%Aal*hz~Zuُ*Ϭ> 蝊Ok\ c*ډU38o+s@gj9 DMG)t.wٳ;!X2CAXAE ̲l .,Ir)=@?3:+T2ɲ1xRC\W.eYY}DPm5?>h܄솧 #>Q\t)H6Im o1b7.GU@TK[Y fDhPfX(Ry`$i_8p,WdN+SY8<)Tg42.̺?w҇a^XdT`#S={#'ᄫ`?.0j]2l,겇үaAHEQn\p. 1Iz"x6bv;M[[ָXg+wp* Ź[#P [a-/A?c} OXӗu&jϏxwf~1>u?/$Im#ZE^w u.NG1U~Ijm |txrO؍隒6s8Vި=NNINM˺Wㅓ'< b SSlH+w,-76xVK|l>ƒ8K8Մʲd O~mUJZzuMJx4% y >=nY>NNL?pTh @YxP: '?*F>rehtP&5Wᱷd Q C۟| %]62JJ1a6Q4x>cn_-r՛ܧĮ[ dz%H%$:vE/{K7o &QROp[9,Bq [QHO3Juϸ5jMEZ#˨ZQ0Y LGp+%c | ]`gv'td*M30"Yh.Ld]obu!BϺ~:idߥ+mYANg89׭ݻ{WLrRH_l^W{c竻 R9ؒ\82Y65+Iwe03Cc9f$FΌC]ES/O|?1Gd& 2&;%'i&wwC3];*ϑj~φEZޞ0G7={uUԖB޴:Gw<{]>ä~fMWrRW)Ld,+P*p޿{` ?7I ܸgZNЀl2bjɬpP^ƶHD9^kWqlT g٫tw.?Qq}Բި6JNtX;^[eEN*$t3b]_^5]AY=rOoNqtqF5cj<'>D`ݘ"斠hGo![pd/YwO 1!n@>:akM??':;z K:#r`*^Ygl\7%Mw^v+pc}9#B5evwp)dAe50m{,fxq;U<* 3+ $b፤g_&1!k vW Px0L8e7զ)()RVX^U=pcvvptB7̂Wd-5)laԽfkQvx-b(iXP.n`r~"u\ĠRzR;"M=hø 07`[ ܿ|kp&NwXanO5cav9 ͥZ)=}?&Z'zFڅ5 +pK]]0aYnaGr* L :˛K+kKנXHcB<]X:|vJ2>SR[?sqJ'웠:L>y-$( FL- pشnf,pl{d}]lKwܶ6,E(fBn۲쐸1݆C9mgᶖUN^YJca}fq`fgo,t1oN` D$Jtygl~#<$B#V'\Zx!Gn^ 7IM4wYcRA"P07! y[ًR(SϛX|E۳HTw!;>r2DwbЈ\h}0Y+VFsdbeMWFw6'(q{dm*nsrcQcyٙZ~u*َW|3#&,IXwMR CLپ:h Z]-"[Mre6 GokA ͦ^Gے>0\_V!kgc;Qp<pzqv6?D^8$MGnSzQmє(e# 0RʱǮ24J1g%*+N Lױ :1J,TbxmDаX=DdlbU᪯9l* R82oUOf 3+1+'׺}gA[7sm Yq& T~Y8? Q-\hhA`,yٞ眿?}M|RN]? LVhRNGNF5G]rE %٥8A2ߗZ3FG{r8f Lp>S|V`H y(n\B`P"R,6-?9ջZ[JjW*gi/26WU;ZVh"WO7' Bm'?x0 KHAqo6P=~-Z+Yĩw{Z,LHaTUېjO2ԕn&Òf\RHgھyuk{{sk{cw]0dNZhqIF=Jvx/H ѫqզ~O.ވ f%ndj񃱧D;{Rq*pM,ܾ0Gh ct7~n6U &T8MD 3B"e¥ Zve349p U,[ƒIٷi\"\'oٳO<{B84z,V \`>6\nmKֳj[&aFoXGg8د(ٙP5*Gڻk{дLy>`V~ No1;ɆϔdBBLH;n޸-(vA`uYg̾ڝcR\p?;գ_JΤkZH Rv~T CŠX.("߯#ޱ)0.: JY"ēpmn{hlFr[Bͭ-.}͍{~JU+Vn?^ZX'tŔ(nIčPT2gϟ=~^=EJk|uHm&/<ŏT|ԥ+" Kz`*Z^"`wKhq\EFŁ` J1ߠWk!Q8'o Mm3+0fEcftήKW-4']Ķ;c2Qs>/D93o ʥz]Y8]׻:pP@%#ٛ2.~ 2|&6TB5/ ۸q[ڐ.[` .r…e uU߄8:,j2Oγm !qX³*Skaa.Xg@bzUk/=/c/!9_dE,9;y@Ƣ=A`i`#{t!7:¸Xl CVZe,qԈ뀑F >\H'9Jڑki!{C[=A{0,;JO$X "ǃѓHsY4 @tqyDYƹ7=|Kd4K2#lFR՝VKyA3,ҍ7^bw(RYi 1xڤ24=&W@=JqG?Z|e@ 7)B;,RCJ}%,klG _1j2sz;kr[쿊[[0(6*'Y9vUR;VZ?+Q1+ 9@9#LS4 -l`p孢WtùFzZ .ƌ"aլTcWFX 퍝-^!d[Y9>ޣOHJ8; Še0`Lu=;baj8v1lC^վ.vɬ&TꇾvwHlwӈvQD2ݡbn_1RWWE$ooq&"x_xi2A]e䶦^}QO!CuJ;V 8+ 65tWը@sm8+J9s8ls?J`o&8}-p/(yg3u!0WG).#HOQCp Ozˣδ}c!?5ٸ7HJLWKqTaj|ƛ2xΑSc9G|Qc GƮZA‚qs$l$XE}8jlُƆ0t2x2@hJO|+ESI0 yf`,j]^aeNeVGeugwܰحGIPmLi]n.FUdB:҇4<rhM;=\F \t(IyGXRT%U6D DjT`{?y[o]{^.<6혶3 T*6σSjܚ:/ :7KWqXGō2>gKJf$M")=6rLu{" lLqz*HCO#1 Qı07 Dl= wQ sŎ12CvMS}S9s,xdz~PH&}:/R596|Sb4iu9*w\q*M1ú(*+CT"#au'UR[tT*hVRTPڡa+#,(DtYk(6ɴsNR%:S8T63'cݛEzG C_M$,ztPI&]r8i䲰TxqHg X3R}*l$6ue6@*d+9ϪcO=Vezvڵwy4_TNjuȑFQ=Ƭ@fBC6\8<-wX6)YWM% tTv4"+WUJʃjXJb9 j_l-ֿv_yd%H 9sIX=H꘨bREK`WIU`L;EIveb= ,2e&/3N<\[VΗ'sunߞ\D=xW;  9uZUTHm!+tJpYVvC߿ʀGmӸq#EZiܜ%ۡ?] wjmD, b/5%u|ڑK[g5/i)X^8\e*Va#E6~\927ot8A}%GUϨJD lTO E~l F-Mʳc*SZq$351C^UG&5Օ.NsYrrpx{a>(!jrF_X<: Ahgu[xJ*`?~e?;xlr'CmzA9$v#dYŠ.nњM4 ۡhJB3Xh4ad$5%"$LUh63In\^~ؤ|f{=ŅD] K7YV衛.݈N KK`/QEݷl8;*k"9K1vH6>ji3j[c.VkY[c.!K9\FЊA2":ވiW>Mty\%o̓r$ =(xZik=&m}c26C6QףPMn|z; ]vyj@nQ (ǵ7c|8w[b'a%<6HX jF [5~\ٞ jVKKB5"Mхԃ'keC1Fڵ<Solsl=kkC3$~P{_~YW˫j-wF6(VĮD)lm+49W\ Vٰ ^λm~3nVpFB xX|8C=ّ%FT) iQ.z­ƨNR>8ٕ#8*'ϜG#B"̼652"}.SvQ2 7vue:TmjvCGKw^H#2z7'C՛7t^[RYG]ZD#0# Ԯ*ZW8Շ]HTݧOўrj{WX4xմtVHf|LaG3zn@g+ gϞn\LACgCg6B0~eGAǷu?K (6z*T쭏D{&,3P74UzA`mD a\H[x,h^W g<'ə}-H]DdEzll ]G2IL$]ӟ57֫NknNɔ /zDV́Hu-ܜ ԕML zKfkĈϵ.D lp'l-ōEVKiMA)x(|›U. VVzE5n_']ٛ bRu`Tkbeuʩ6ƍ/O]ƽ$Iڛi,ޅxs$~9$ ^v0= aE&٩;d=8Seի׮_w;[j* ۬Sj͚ym=:o%ؽ\ "S~%r U!_*'"AA!W?}F2K>$:B$JձK< "X`ƅe?CTuR/:=}mY,R6ggapmgL} aHіN>G?Ց"__5ћ (r se+{vX s{IVDcIDNRzf@p` r,xRm:<[O5NDO~Ȫ23^JW+:^,̚qy^$Vs֋B&v`~ EG=ƁJjvjUft2:%>_YzR1h CDi;}ݻwC+Bczڗmrwk[Qab|%ӛ+kȠ&qòfp#?Ř(NGE1B lI܃]xN|PllrNF6S&BYu䋽}>\fD[O^-Ay}z!^Mpd&1VgĄ5MEڇFSJOx}x Ț!6 "48:*d4i8!5h8-+wQ&fUڠ~Z7Ebuv ˏ [4\T>jD*m40L(kӛE{_e/JG{Ư{lS[RUu>cL70W=;n:#sŮn޼Ade6" IE}g{gڍT]X0o>/{)J)?qDD eIL+mਯo15RݮmR\PR/ Pa~GeʯȈ5ɡQ -Se]y3PXatC1JsSr4 Odo|*+#4 CF2;1˰(` _D㣷)'_;y>M;ȫd\XԀ~Ѧو*.3`l vcqVHE|p#AwUEBF^6f$2Nj4T\ kק{MW!& !hgIRG%(DuDc} o\q~a~W-9~`򷜵 dtd7+Z6j^/M(_N87>.Y[o'?y \_4P u.=<1aK!2ab#0P6q ~HF:l{>zYxxkgKf  9u@#wvHyHHEalw9*-$O1C_ `c j%K+Wdu-00|d3mx[[B9/6`_=ύ 9Ӆ<}Ѷ&;[c:STk48PnΔC( XF#Hۛ,׳OO X?%!ֱxX^=x\oɾ]و-V^ΐ[7߂=y 2Q]j؃&g.'V?g?ε?Di.K`_ OSp@Ph5"W=%DRJ80^vbeu?&9J(ol bzjJ´8LSh#*c"^[q{5T<̤%WQ!]Db̼_xz_&"Ν{?[wẈɦWU SQ#mb,I؆UBE(CrJdpL~w~q)kY4|6ks2K˙>>{ial_q͝ߡi8Eǔc_xC}EsfwV##mV41nI7!ozDhy bX% v*HLXv(G92k"i-BSИ\I a)]uG? $Xaz0+?򻿋2Eh \.-&aX[Ɣ}xH⌉ـ7!82V0oܸ߸y"h&3g {=_sD&c:ƒ "1[Bq.nO`]>8[rP!qׯ_''?`hGʹl_*/ޢ6.w 37Oс{z ,ڿ,^t`@O:0},]|c[H t TBL*6nJ@e Ql x o[r) _>s#6# sM 66]{7AmDA+5 fj:[~֎ Qr,-$B+׶3UkZP)|8^  [؎ЀH.oY3 !;88 t5M{,$>֣ H Kc%Lf:ك)ZA[㙄`Au/'c)QYD0:3GG* ъ5س_M18;(x4:a 5D]*p^nG2 IF7ccl&^;1eRT؊x G`%N/I=&Wa<36 7 ۹$Ǚtzel[Wo)^]ʭ7{9w?yѕcT{pIUB*]244>:);'xvrE.cZWQU>/+>@x5g!Z_{u ybl~hጹZ\[ti{GYs)ĎyOtcםb, :#5]V׎B>G>0Y(Umbʂ$ '(*To߃R5cY^*X`E: 8|r9 Y!ES__wS6}F -&=!m#W" .RƝ瞯fվo)!Dԯi>"OMn,'< ᖰ_ٱ5PzM80yfPPaؾ6V6WW(EV6\sշo|ͫZ ]P먎ʆGzQ6vME890UB_T)I)s"%Q;?PZ,,ϳ(赴ޱsӝ%bܾ{ifvf|"Ȕ%x-!K  \ Q.-ؗKOCg wp[naT~xrBIXbe$>c],fpQ4aQO^<8u܎YU9k}~[oDagaHv-(NO^';NىãcWL@=,blsDQ6OСyl|8|R6Юb$߼um6ګUQՋ؇H"lm)豥uHJePц᝽-:%{Q(UQIOJ6<=g׷v/<"~yM}b X5%#x,J,އE-S A QdQKi0-5@QӅ"3"Pi?# W}C*Z!z~058c7]֌B eMr<>!YH\4[ )*j`׿?Sm1 0Ng.D<0'^f,ȯOxQH]8OBLRnjmGdjh0JvE|=.#qi a "tfsh? &=k|5Y)VXY=*94%cNaFѸCUM21>&ʿe@aҒ+Aj&GIsrS⦭¤o8YWJ5EPmlև(,6;9*TڑkTMMdgŋBj>sl/:JaN=8|XFAѧoe[6/LN 9%ͭ@6jG$?A)7DF#F@|BUکXb0:UVFFkӳ*[iDdD.WNT2u['7[O_#lFZ)Tߢk|p]+64v%܊Hp*os1Ey s&-..n,=ےԳu9ܚhpCN,~~TwQOӫBE2078W/7kb 6\ڬgS$Xp`(P ct!3p#d%\vP(͜ЉO&3yWt쥨U%*#i~Q __.>UJa.,IT$~)G6Fj תE{'۝Irn<j5ˡv:26x v/m{J7 )Pb%CFJےK~aUqNFd/Gv2*=“NÜ[ڂ6g1ހ7ētv(A+CqK ۮGM'hqsz!Ă]7 {LL3<4W"l6.0uc=s!ؘԫc.7b)+;'(  E^Ծm^Si;qL 0YT6>7:e>_ΰ_:&Q$f$moj>mBb{TIG.'w$8r `pp,)m#(g9ővI>{|u>BHkse;(~}'.3ŭlSJ-] 5JsS=jmdASլ9o$LIc$s.S ޙl@^ѯpzxEvVE%-%v=߲ˏ!H(ӞH( _kÙdBTTg2GUv#޸ySXJ-<$ԑv"b\QZ[,YB('#[6#O.;uɁ/gǮ6rvS5)9fbXuR Z?{ <_[E'Bӵ? G!sSL@W(ٞLEN9+v+;l܇^ MD;lGmIHeP֫Yv\l#-XMTIJDf3_vsv~s;wnÁIyA SҼIّND;́/UgzFMG(EgEqN N})1\L)Ś/'[0XRE#=h$͚Omfl7: C_wH9zݠ9jֲ7g'{{8} Ntd.Ŋ}L6T@jhbZAXe<Rlc9"*!ܔ̎JDtK=z(smǿӕ퍓9<_JԷLe{1 6?IaXl]b .?{Bw^rny:8=wj/'3ա)]{׮^U'`\;6# Ջt-ud`6xf*'#,3l.ΣO>!`H.bܖd{ ҮI] b'-_y>@ɆSV<4Ϥ{./a]hŤtNB*s~^kJK[H~ +N|Z@NDeȱ3q`x@h(0'QP= _ Z[iaB>Q}姟|=yS=>?E~1()W(EMgOۮ =) N>eRWE;}[$M]ig E E4e8@sD I׀7<$Uw(!2ggN]qRR`Du Y7+_,UVa~w\EP>{8Nb M-ZղTg~1LOqwٝPs%( (omo.Uck-o8E:G`2E,.!X}vS2ZX|8Z^Sfq쮂qI8jr-tl5$2`6iDU%"+T)JI{6S+R=~{>e9>?Oϸ$YOxe*V,&5"C<$I&!DrK>&^*?/P}nHL%rQ;/{@fj:z7A#84[w8ro RtRX.*E:&gɠ$ s˽IMSy 5U`*'bi{k{Jg{K{a9:!~ڏ~fH=kfYCՍć?ϋ6_O/9prnBcEUUcJC;>I >;UX2y5$٭VckEK:p>[7o;Wwvسk bg@ X%UX-Ʋ!hg&ŬSCVhkkT\9E.1?Oyc`+8m xzj2iF A#\D2?6bbZ6:Cvڜ)U Y/^rн{>:s]V趐 ƱXdأV >is;[ 8E]i݂ۛI<&M+*oEYM}J)/D27ol"?rf^M-*%ߓΎkJiQVs>-eOv9i~{1=Ygً#pEC7OѦЎсIDӶxB\7 OSXfHŇ1l7]Yp&oJB"ԣb=m=lfi=1c_ ?{~޾v_zmkG!F\e)3`X:Y5sJS7loHvބXi9t^3.\i77wں՛{;..=KZ1)y)'%7\%0g_~CgXݰQS[P`a*&SsϞ?,IH %Rbe5X\ēoտGK+7ֶ F n[*5Nz|!d@ƑOS.5Aq;;']Ӱd+TMPX{ ޸z Sܐt3X;6eIBI/f"ۧ)KW~$zd9],3qF(vÕ@*667Tڲ\P&5] Sb {)_駄hb c+õ"UnĜN<>Th>?y~u+"#]]PaFÚ<Ċ&<3;71o2w *N^880,hl ^B//-.f STg,}={ >VAB! {㱐AJx>xQ Pq 9.gEeݿ%Fk|~pLB??{_Q&׬~o#o0x۷RzFh eH[s,FR:|Xu\rƼcWYaވL[+=553"&su1-$H{28HtB?gC>]bBRx_!Zv?g(HÊF^N[= U>#4A7- '@ˍ-yK6x\Y"}e-l80Lc/3g ;Rzzmߓ1 *aBL\.R^RɬB^]YYF$=ݽGOm>{XdChbl0Sf խmw0TD?J\ff,:E qW) $+%7tPm(ѢEJWɵӷWt2>_WD|l!zoo3hXvUF?6LtzRf-=h z&7\Ri *%%%5PwF<<H^kSjd$@ ПvLu{g/B+ J6EI;Ғzٕ Z6 p?I7OscVcI24 i9_A`80a^#Bn:sV%{{t !_(.S&!w$?#|}%!bBgȼDVg%\H PQ?/O#H1P$Gj$Y]A'"B~TDt |?|_p~ygThim&1u~8ʾr+u|?@bFZ|Y=,5cD0!]q{Vؓ+K'gؓp\Y1Fm17=w/}qzps4*|6x1hm=}ϰ{-vj{LEQ);)=8nXRQ.cZ-}TsqK pl}hK>  Ҵb KAMOՍ-dUaا'Z ȍ4naasieOv~pvx|xvxrxzp|pzx¹FGXWO6 tÝtp|p\_wVO@QwOWM]BK1[WtIo@o?yJEZ֑@vH\!5p{ \ɓ}l~zZEq_35H6ؔ'd"X;膨7or3l'm6'uM&YT \C:9 շn-8o !+Upg1J<].??M-7.⻿VhwX,<|H5 rFq(%dMz7I"~x KE+ >l!?9 B 5_G GХjX+̊#L X(`  :7ׁ80[*!d?XLRa*vSQWE㬷Vl5"-(ӀvWonuui"}w{wvpse ByO(tG??~|tlqm.AP&3|¦fYYJ #kq#e6Q&gxOO׵g?ѧol_uŢ(ȱ/p*1cCHB @nD|Ǟb9v"RA$szѬ0UJkd3aU|A)OżzSJBAghtZ^b7%%b+1 ԐO%McNc 6AiS P^Gr|>K㡂 I00%:Qo,O@qT=Ogœ U$G96nF,+6g8Q##ўM+@4 Z[*Kln(\EL-b HUurgTh*PIy(ytHRTGv7RZť6Q 2c]R)$\ʳ F< LAh+\kЦM#X>En6Kp@`Q~/ +,4[~u6]J*[RV &Fg#F -a!~kaS|ww*hg) zp0's Eh]LPn^h2f犀>c9[a r2mf U1âfl, ^-7IUۓq:2 KX˿pѺtGiPCB.mGkٔ 96ic65XG'S1ր[.A #k_"B+c "0fZPKdH;Bwȭyoocr<@; ,,lY³⼵./@û-abQݬqߐʜlf+)B MWcDDC`4nhy]m]_? wH<l tIqԉT|JgV?@q{x9D9>. C701@h/nŤ_o6⊓۬-AHhxн~V6 {]9~{>6dQ!!$ ƕU.{xBT #EؠؕLJīX";?sh'Jq1TԌX-s@"vmY>&+#]pSjiZ6<"t-pH ^7ײ-Y2f O PX: .L!4m6z9b '즩ߟj "jԥSJ$X/E  Q" 2&H`);@=JQga\mӔ!A"شL я>HETzxo{@l/Ӟ)e}{uLHiĒys^VSwVom/=9\;^98]=<8\X?ҹvteeHW8q SHsyH; kKE $ơ,S_ we>C8,) ֨fkS%QJr,g.$aጞan| F"6,& .[T7 Y_Ç \ gb4OԬ z,i05y^.$DUR%t MXY̟S2 t J2ĭʁ(I P2!xIJp#v u$Y.oo$W)M9|FVBgi&i#6:odh&`t3.`oQla2eUݽݱ_޸usaJ,+t3+BW @asP{JyO:?Sy4AACvfx)lXU" B0 Gx̆eLJ; !^q6S֬=cvDZh霴|0+V~ wD(`F'1q W./B6o]NT8FUgn{.^%ie9WIoe"9{9ͳu&y)[U#/+dPϷg^j UtOVU| #31 Kz#W~߮F9J$z^u[)lU M(ưTyH‡޾}L0RaafD!!LBp \wzUv-jxKMc 5b$> n־X8-ʺ uY,MPDrY+KwdⶩLX/d4::棏wklb\ү,#8u&$|JKګv f9{~@ ,LXTqI!Pӈ̦2M&` %]GNM㟢&uF۷vKQz eRO3(L!஘~3骒}e1db(Fo (4 KY z7yE2]X B.oݸl@f1R3!hV) @\ԚB մ]K읜dpfbD2lYh{H1Mg lܚ"m>-8!ψ{W)%j)'זׯ/xL_;ݻKOG mEÇ0QXd#7d[5 a#ZY`HCY/ bkL: ~sTk~,0 k3xHqIQ*HQcz+m4b/{-JsP A,S7&U rg GBuvΜ<~TYR-ޗs'+0$QH\]_ UEJ,jmi{G&F뺗9vTLJVKH2gd0owyJ$?'@%:AD',bX: 22oF17zB$;nL$|]߉:q6GX0 $LjŔfook&۱ K?/dJr'|o6Z'SH6PdM81;[w7N9VezE41㞼چK+ᕎGSk&!ב 2!~5%Uibmj8IB)ʀL;z!B` %2cwHPŊF2T$L(zx["BpxL;'2.*%^iznl`JM~pe&l+| ֯v |0lxcXň-LQv:&:)røy(Dā=.| Y7Ƚr 3#W ٫хuļ7g OWx XWM7y'I⏞<~wu]jDxoV~r3E΋gҙQtgdC.ײzE3ܖ=n+e' y0QF9 'HK[%2@͉ $M3ՈU<ӆPl{ڪ]. f2p%fm1NӎE* J䩢ޏHnTG@k/.V[quۆl '1jYV8:`^X3'}'~G3DJFQ,A@~n.<+G R-=+˓Ar"՝k,R\R2 QQaAI?Itd[[u!cN*t[Qsa'W.)&+q@t<Pg4bHRTx?|LJZ/63#ʶRF@`ŬeCxB sl{AaAhUpd{q :bkvtr ~:/8 *.`d h'quv)SVNd&ŠP qfRUZ_'GZҋ®U׵f"k [8?`$8\Fab(&hr;r5Up2ǟ&BV?huCB3i5 ^gzOMT$ok-7(?rëh᡽Rl/y7\ETw'09qAb)k,r%PiNjLYYoi F[e!Aw Sgp+zE*>*jV$@gGFu0h#x6e\!rȡUиg&x(|r5|6#(i*Ff)"[ҙKWEQHHϿ31FJj1hh,94W  %~PPY5Pk*4M+F1 ~Ӌڅ$Jn;;k7בq'X/ &L|R18~ vtSI`ƨ\ ΔҠ6y$Ctij^RޯҕPU]bMTTqt/ltG:j\1PlW PiG!I֥=54>A1'v>+d3} KD{WG%=-30a:]yɽOnOm*) EJ1THJ ;HinD9DQ[6AAv)(Ю^vz NINk+5 /{QDR(-!DdT׉ktC"&@ Pg*(hZ0cӅ͵{ o)$;9="?]9ZXsgC8_4qOǮkic998fۇZtR"4àm |EK`գUY { OG^5dEdDiՌ߲HQ<:6&-gWÎ6UY@ex"SrOSQF[(_a_m<|!ZZ"Ed2C&.2hYMm*l7Q-˴`-甏MB)ArqN`N8 Jpǂ{ۧ~>K;ߕ'FSHU<6r`Iů@7iGeb~Wx ģ>>ޭ$m,ю,؂}فy68.2pG\#HԾfH`=][P<&H&1ru3BCss?h8awa!AS|=`G<Z$+SksGDح` @)_'%HpEeJxig˳Ek0V$OV!/P,tM !p fX>埩Ѓ9 UAʺM/ ЃV?%*TEK7^{3V>~vd  PwIv=\_ݹ[oȞ.8F,£h_u'4*:eƌԖ vCԣءtkҰC+ܻN_~9].k{ hrjDMt1?f N| WeBnԗʈg1NfHҠ$k9?& F\0N3X+N Uppvu -lс]Ji_'8ӈ'gvApT,Dk!r+碢X8!렁{ѽ~"z)ˡ?vvP}*rXۂ!;T[`g6%n2%JRJ0C]V93[> j.+Px:5,qn;R=pF׿9I͂Tv\޶DpiK\+Jz?KH4 (B^ (6{t7/FrGG⫙Y+\qStL\{l?%aQb Zcx̆jnE47L 2U.Q3)Bڕt^N-UyUx-mw]еX<0-Uŷ=4rJfIGĿNi0Έb[@ZC[:#MwG&-BLk&lc@x&GZG{zϽd́4NFn}:ϖ7NjxY\*P>^*tD@ ӁZW3JTSftJz1JA'w>9jD]?^<|lmnKz+rj OܻBeח%Z`aWE#FgX%xw.NUJJЌbȔ(h{t:`5C %hak@8ܔJ'KIk՚R/ i,k[TOB`9d㥽#Εݣ3v9}l}mbRU&Gַڡr-E쬊VZW\8ҒY&}%=T yG;Ju=!&M {{]jB~n K'ܗpI=3oc?Ϻ8u:)Av&gԠhº\t6AA26Iuk'tz bv2!XVY+(|Huj*%? ^><:|ỖՍ=a 0Y["IHFszz3d-7oP =Đ@)Q_U :p3h@V .%tquDI/NSE:`/ \e{;N"),q|FOGNy1{2! ݕ'ؑLon$ma;Mqd1QHtfڽEp?|mMO^8gTƆ%rUZ⛕-^'w#_D4 ZME L(F<ϻXhFrHJ^P]8Mg:qZ[H\#mZUTQ" Wd~"ݼ oa+mZ6l!&fCMh`U*[̞YBae6 HcK؆~C 6>W̶fL^c/#)8D )HbU>$ƑY:"(UM\AĒ6om&MOie:]4JKJ秫Lރ`tiMsQrFIEa"Q˲V{ /qh$5HV? MHbbN?#K8ۢ.Prgg  'sL&#q WZ%3vLF Dе-tG^"-7k%˂Kя ((TDШ{YBgfcP 햋8`b2.կV= c(tT}usi5l҇uu[OoM/$lQbga_+I dQY]jSt`'s뭷Ji(2z(\G_q{H .tOWX&@ \Ї[8"-w(Y18'g>2!e.sYxR {/ʻ&I5W1USf$UpλN'HN@ˠM8rL1o16BeT46i~It8(R E HQ-x+t̚NWReDy$mΌ!&uEZdr!IL*K-uEy¯ڃ]^$޴Ʃ"Ku5hd SYRULLK씓ت?4*K.m->j}k$ *`J>XPF<҈=ŒO=~r}Y;~~<g[^q2:5>-fޣU~VX c+U(DtTJrʵ !ςN+J /+kܓn0Y4+\_1O=T?C&bF4UvI}r>6M!PR{,,Bk'L;aq?_Qebᕅŵk7o,m^aKpԥs{OGWΰ]/;=1Fg|^߱?dhg1$% К)i v=q-u_Kв"16 y)+V:v떀\, J>K׎3:\R!׎9ONr1uQ/,qMn.Puj]QEjKcE!KqU9Xgq?em"FX?zĎ"r2+^, a^1i7 e콥u2OH< s'!P! c$OFy=1Llz,1px aONKfL' bzSb@ȊW Rt*~Pý^qOL048i+G]q!7gL_FHs)̫"DbH;_hʹ2$q%4tdk_p9v0`GnaRŪCj},v].jm" 1"کpD_jvP5rcIx} 3"gED%`8o ճ`%1* ;sF1\ #9#Gmi v#r]C#)u)þ*V3&ѥ5wT'Z*Iܐ.}'䳠BE.eڊ")#$KacL4*toCH8C .{$Q@طn%MbmFrOƢCQk(n†.6rkS^Sm\vio oNgGB i1Bۥ'>, -6ITcSc *6SasuuL((fRץ%s{9Ԩ 'ai$_։>mxv`fq -[K&X[U*&/nMFhAδht|kfra^^zE-K`ǜ7y[ZXS/ ūo=AQf 3[.WY78(ȥ'̗+/[ *EEɓz  # ܢ '+أ |gQaJ BW`WUWDRn FٺP2鐿d_@T 脙I䯖'3 Ve%;eG0Bz[ FJb$wUҌSI;IBbAV*)DbW[Hpi#Ml@667( }lɺf"Gӣhl-杨'1'GW6T9jG!^@' [p  EˊSgri0ԏ9>SIrBČ㬿)qfGILvN;Ii3C%w0^﹊tPM\#>PAgV&T2Z9wrq>D8 Cb{^b/]GOBq+ R,QM|KR5G }ӜkOAd<uj·=# e`O8زQv174B/f{` nGbr7x͇(?O5`-4sNawUEy &>׾Wa&\":_qxefny<f#m.Eo*f9MQ('&? &-ϻLmp?=[.cQ,~s 뭫$&/:(DE'2˯$ȧg+ ?|#*:ԩVa=b]87,2mxeU^m#"="KeF:p/~`s}m772L]md^4`= )QMpp#҄ U{X Pgji+ؼE4zOfAL2l`#-YߋN6kG+,^I+d$LkQUTSkm4!`}=CawL* gn) 8jf`dka{&AxC4a')y]$r5:<:Kedc4$h*BspIR2@)@r-Pej{;@ AnYB0*KRÐށ9JVybt !h*HqZFӔ\Š:Ԣ@Eo# r"($'8 T ȾBn&hC$;6S:Avpeb($ɆN5!C yeX~R, P1J!ӳWv?z̬(hG^b͍M\w]>SF9TAX4yO zVjR[I;t mLJUWdBϲ *7M@wdUURR"K ٪V-È94RTɍA転ȳCo!%h"4{ut}x靇jhG ئ>  Ap/+6=Y mxPoE& Ua ]k-|LÃ#i;ĜfyED\soI?IluH ǥ 0&c|/ |R.D&dhu\9e+p]M# 5hÁ%k>@S V9nZ4YOgD\wYQ/K'o0W${ནy]mQ(Ee -p9p^ajv-%k6.G|gv TuhN>}NMN P@"ٵ|pˑK%)[2])Ŋb褈 AEpr%rae4'U./nrAä )țhAiAĹ.bE\S*]cvCmtӅ&loR!e|+Tn*&F!\֫M]d̂ÝA_z|+w1yNť70M #F0lBai-a:iAaHN0px*2 W)JyV=׷ \6qa6]q77qBSe.=*R˖քN Êfb29ST<ngT4v.n|Ӈ<\3y& RInK=k1t}i%=΢>+d'gF<8 FM`+Q˜h(204ݩ+%F~R1vzo,g۞* 0jb3i4)*Oͫ'Vجx9X gj0ɞO٬^hRJhDk6|}kw^۹JZG2("A¤)8xK< #]ejt"~V ]wbѦp!7j@ulew6`tPz8pfOt !s;2H%ߘS1$PQ{346dfKT[Lsh͡ nfhp pQ!jp,HrE9xjv îS<1Y uTMTeVK&b̶"Rt/kv_"7Do9kTCPi13rB5('Y^A:5=B|>gᗏ~U3o<]L* <'@5f}ʑ) _viUVBFh `BU,*xmG=@Yj J{SHp!ogr:+ q4*8×ƳR+V/iHEd9L}O6% 1,m!5 BZi+SL#guR,a-TvR|X6xFk!tÍ1J{Ua~oVdeScC~ %g{M$\d))&eTT ˝pP~ʋWXʒb ;h7c&myqZ0klRP?M cJ~|oO23绻Ӵ3t3Ai#x 2Fίmig*m39Fڃ22?ʎAty檊ֽvg 'iK ՃeP;:.֩58LP2JB#Hj6G u)TD@+V$THSslȭveHϮ`tm>(}j+Hvh@"<PTLbMzڻcM텿ĩTEq (7$ bs68\HKm$PM7ɬ&P+ZO *0mbCvpsI[úJ8w7M!pt1ǓQY=U1D՛TzeBUq&D8]=0i0Ep‘FWؑKc~JUQpRDవRK)j!'VɎClѝ?_Mo?>؟ $T/f$)#Z"x`RF[ )bCFC#5gUo!'ƀ ,NTZecLSwBvfk2ؒ4η QI2s|?s槐1Pdʇ\Ϥ k>a&fo6cfϰB@!JMxM gUN*ZAgk(~8u/(nCjD37dJ$!wC[`u?Z^;5cz3hÈ85[`6-&ӳJ%5/Mq(B,_]YheMFbTЩT V12Z|6釯CO2^RP10L0ַ_d[^ Zg /^Ya 0ɟm| NO6 y,L5vGbVU;pb1ыJ{W޼BM.="`E$o@I*I +]2i֜~1vɼJ_TW(7i+؋/0h6u8B>fmt# dEx}8KkřQ'$P9}K6lFr갑g@ [5r[Ǝ'3/Pƚ)@Q-OAp`4a0[Wb `8 GFj3C˙  uyoMkkYQji䇶ZZЦǙEc+Y1?xĚbзt:|"k;:-#TpYqL?s|D5߷t.R7Đ"6< 8ϓ补NaK4.)&ϒwr؎GaE> @![ik{Wnv6?IENDB`](    |t \C:\CT College 2003\Katie\RachelHighQuality.WMV/ 0DTimes New Romanll.ׯ0 DArialNew Romanll.ׯ0 DWingdingsRomanll.ׯ0 0DMonotype Sortsll.ׯ0@DUnivers Condensedl.ׯ0 "PDArial Narrownsedl.ׯ0 "`DVerdanarrownsedl.ׯ0 "G .  @n?" dd@  @@`` 0 UeH2       jld  r(+(+++m9#4++3(U8#XcbhXR? j)Zp]WX)M_^%LTS[OC,+*)('&%$#"!  (/)*+,- "9!#$%&'-@/\4q5U/X$b$n芰+ l8p g(kg(k    A A8c 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||S" 63f3f*.@8* FlO ʚ;Sk8ʚ;g4KdKd| ׯ0 pp<4!d!d8vS0l.<4dddd8vS0l.<4BdBd8vS0l.g45d5d~ ׯ0p@ pp80___PPT10 ? %O =H(Social Skills and Counseling Approaches))DThe Learning Clinic Katie McGrady, Psy.D. Raymond W. DuCharme, Ph.D."E1#aPragmatic Language Skills0 8Survey Instructions7Survey Instructions4Primary Deficits of ASX Two of the salient characteristics of AS are deficits in language and in communication.*XXbTOPIC0 1Establishing a ConversationCan the student appropriately establish a conversation? Select & introduce a topic Choose a topic Initiate the presentation of informationl99 9dMaintaining a ConversationCan the student appropriately maintain a conversation? Duration of topic Is the student  long-winded ? Appropriate turn-taking Wait for pause in conversation before speaking Give others  space to speak8MM eContent of the TopicAccuracy Is the information accurate or distorted? Logic One thought logically follows another Giving reasonable information representing sound judgment Relevance Information relevant to the people and setting Conciseness Information is concise and succinct *` / $ *` /  $fChanging Topics AppropriatelyChange topic of conversation to coincide with shifts in conversation Incorporate verbal & nonverbal cues to know when a change in topic is appropriate Demonstrate cognitive flexibility to shift from one topic to another Appropriate introduction of new topic Transitional statementsZg )Revising Messages to Fit Changes in Topic*P*When new information is received, does the student: Revise messages within flow of reciprocal conversation OR Rigidly adhere to previously formed concepts & opinions&4r4rh 7Modifying Message to Repair Breakdown in Communication8P8When the student perceives a misunderstanding of the message, can s/he: Modify the message Adjust the message so it is better understood&IAIAi &Appropriately Terminating Conversation'P'jCan the student: Use appropriate closing statements rather than walking away or starting another activity&ZZj PURPOSE0 k Requesting / AskingWho - When - What - Why - How Either / or Inquire about another s emotions Ask product questions Elicit information about a process/sequence Request an action Ask permission Ask clarification rather than feigning understanding Ask questions which suggest an action*l InformingExplain, describe, or identify things Express personal judgments, opinions, attitudes, etc. Express beliefs about other s abilities Inform others of their choices, answer questions, or indicate their compliancem RegulatingnUse of statements that are intended to control another s behavior, to get one s attention, negotiate, or influence actions Use warnings or reminders Delineate personal claims Label the speaker who gets the next turn and use persuasion appropriately Attempt to delay or speed-up the actions of oneself or othersB{{n!Expressing (receptive/expressive)  Use of expressive statements and understanding of other s use of same Identify and express emotions Tell jokes; understand & respond to other s jokes Apologize, congratulate, or exclaim Use and respond to teasing appropriately Volume and tone consistent with situationnH o RitualizingSocial communication that involves an  automatic element in the response Use of good manners and common social amenities Use of automatic social exchanges with a specific context / audience6KvKup ABSTRACTION  0 qUse, understand, & respond to:6Sarcasm Idioms & figurative language Indirect messagesrVISUAL / GESTURAL CUES0 sVisual / Gestural Cues"Use appropriate visual / gestural cues Eye contact Facial expression Proximity Body movements Appropriately respond to other s use of these cues6(73(73t Eye Contact4Respond appropriately to other s eye contact Use eye contact appropriate to the situation (rather than avoiding eye contact or using it inconsistently)2[@[?uGestures / Body PostureBody language (posture) can be consistent with the message & enhance it, or inconsistent and confuse the message Use gestures & body postures appropriate to the person, setting, and communication Accurately  read and respond to other s use of body language@ssvFacial ExpressionFacial expressions, such as a frown or smile, are nonverbal forms of communication Use facial expressions Consistent with their verbal message Appropriate for the setting Accurately  read & respond to other s use of facial expressionsjTAATAAwProximity / DistancenProximity refers to the distance one stands from another Awareness of other s personal space Maintain appropriate distance from others Adjust distance from others in response to their behavior Differential use of personal space with family, friends, others Adjust use of personal space for different settings|:&d@4:%d@4  xPhysical Contact~Use of touch as a means of communication & to influence the behavior of others Use touch to facilitate communication Use common forms of physical contact to communicate with others  High fives with a peer Avoid physical contact with another s private body parts Response to touch is appropriate to person and contextzPZZfZZpZPfp+Functional Analysis Social Cognitive Behavioral 4$*  ,Appropriate Social SkillsJDoes the child have the appropriate social skills needed to interact in an acceptable social manner? Have they been able to pick up social cues throughout their lives to learn socially acceptable behavior? Do they have the cognitive and language processing abilities to assimilate the knowledge of socially acceptable behaviors?0ZZ{ZK-+Level of Response-Contingent Reinforcement?,,*What is the student s level of response to reinforcement contingencies? Avoid response-cost systems Does the environment reinforce the correct targeted behavior? If not, what behavior does it reinforce?.ZZ)Z.Cognitive Distortion$Does the student have the ability to reflect and evaluate his/her behavior? = cognitive deficit Does the student have maladaptive or dysfunctional thinking patterns; or do they perceive situations and are unable to evaluate the situation with an accurate perspective? = cognitive distortion %Z$/Problem-Solving Deficit?JDoes the student have the problem-solving and organizational skills needed to solve problems? Can the student accurately read context cues and adjust his/her behavior accordingly? Does the student have the ability to identify ineffective strategies? Does the student have the ability to effectively apply the correct strategy? KZK0 Self-Control+Does the student have impulse control? Does the student remember previously stated rules, direction, and rehearsal? Is the student able to learn to self-regulate? Is the student able to perform skills with cues? Is the student able to perform appropriate learned skills without prompt from cues?,Z,y  z"Social Pragmatics Group Curriculum##0 {;Pragmatics of social interaction & communication objectives<P<xPersonal space & boundaries Full range of emotions Verbal & nonverbal communication Emotions associated with nonverbal communication Tone and pitch Volume  Messages connoted by nonverbal communication Cue reading Topics of conversation Entry and exit skills of communication Give and receive feedback Seek feedback==|Format for Sessions2Define the skills and give examples Discuss - facilitate group discussion to help students understand how the skill is used in everyday life. How does the presence or absence of the skill impact one s life? What are opportunities to use the skill? Exercise and Videotape - involve the students in an activity to practice the skill View the videotape and provide opportunity for peer and staff verbal feedbackjdj=3 };Demonstrate an understanding of personal space & boundaries<P< Define: Personal space Discuss: Appropriate distance (about one arm s length)@]$~  Exercise and Videotape: Role-play situations in which students attend to personal space in a group situation. Students practice adjusting their distance from others. Meeting someone for the first time Talking with other students at school Approaching a store clerk to ask a question View videotape and feedback: Visual feedback - each student views and evaluates own performance Verbal feedback - peers provide feedbackhZuZZlZul!<Demonstrate the ability to identify a full range of emotions=P= Define: Different types and degree/levels of emotions and difference between obvious and subtle emotions Discuss: Help make a chart of the full range of emotions. Each student must give an example of the emotion they identify.6et" , Exercise and Videotape: Students demonstrate how they look when they experience that emotion. View videotape and feedback: Visual feedback - each student views their own performance: What did they do well? What could have been done better? Verbal feedback - peers provide feedbackd_I3Additional InterventionsVPantomime Contracting & self-assessments Cognitive behavioral therapy Dyadic sessions  WV2Assessment through Intervention P  /P3  0` f3|` 3f3` ___>?" dd@,?lPd@  d " @ `"  n?" dd@   @@``PV    @ ` ` p>> %  G( @    fx?d @?"   6̭?"`a    Nv2 @?" GTHE LEARNING CLINIC   f?'d @?"   Nlgֳgֳ ?"`  T Click to edit Master title style! !<  HXgֳgֳ ?"   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     Sf  Nvd޽h @? ? f3|  Project Overview 0 % C;0 (     N7 gֳgֳ ?"p 7  T Click to edit Master title style! !  H7 gֳgֳ ?" p 7  W#Click to edit Master subtitle style$ $  6?"  f  Nv޽h @? ? f3|0 jb( 0   Zj 1 ?P     \*  X  C     @  Zo 1 ? @   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  Z\u 1 ?     ^*     `hz 1 ?`P    \*     ` 1 ?`    ^*  B  s *޽h ? ̙3380___PPT10.C`졺8 PX( )pM P P  fؓ 1 ?"P     B*   P  fԗ 1 ?"     D*   P # l 1 ?"`P    B*   P # l0 1 ?"`    D*  H P 0޽h ? ̙3380___PPT10.C`]0  @( Br   S 6___PPT9 S4 " d @`  Hy1 ?  z2Mastered; consistent in all settings; internalized33 @`   H1 ?  \81  100%   @`/   H01 ? F>6___PPT9 a5." d @`6   H|1 ?  F>6___PPT9 hRequires further observation "  @`#   H1 ?p F>6___PPT9 U Sometimes "   @`   HĪ1 ?p NRarely @`  HD1 ? XAbsence of skill @`  H1 ?p  Z21  40%   @`/  H1 ?p F>6___PPT9 a2." d @`  H1 ?   Z41  60%   @`%  H1 ?  F>6___PPT9 W3$" d @`  H1 ?p X0  20% @`%  HH1 ?pF>6___PPT9 W1$" d @`  Hl1 ? B @`%  H1 ?F>6___PPT9 W0$" d @`fB  61 ?lB  <o ?fB  6o ?fB  6o ?lB " <o ?plB # <o ?pfB $ 61 ?fB % 61 ?lB ) <o ?p lB - <o ?p lB / <o ?  lB 3 <o ?  lB 5 <o ?  lB 9 <o ?  lB ; <o ? lB ? <o ? lB A <o ?lB C <o ?H  0޽h ? f3| 0 @#p(  x  c $7 `  7     f7 g(kg(k8c?" 0( ILikert Scale of 0 - 5 2rx `0 p #"*=`0 % H\7 1 ? `0 z2Mastered; consistent in all settings; internalized33 @` & Hԑ7 1 ? 0 \81  100%   @`# ' HPc7 1 ? 0F>6___PPT9 U5"" d @` ( H7 1 ? `  w/Mastery in most settings; Some internalization00 @` ) H7 1 ?   Z61  80%   @`# * H7 1 ?  F>6___PPT9 U4"" d @`6 . HX7 1 ?{ ` F>6___PPT9 hRequires further observation "  @`# / Hx7 1 ?\`{ F>6___PPT9 U Sometimes "   @` 0 H7 1 ?`\ NRarely @` 1 H7 1 ?` XAbsence of skill @` 3 H7 1 ?\{  Z21  40%   @`# 4 H7 1 ?\{ F>6___PPT9 U2"" d @` 5 H 7 1 ?{   Z41  60%   @`' 6 Hx 1 ?{  F>6___PPT9 Y3&" d @` 9 H x 1 ?\ X1  20% @`' : Hx 1 ?\F>6___PPT9 Y1&" d @` ; Hx 1 ? B @`' < H4%x 1 ?F>6___PPT9 Y0&" d @`fB = 61 ?`fB > 61 ?`fB ? 61 ?\`\lB @ <o ?0`0fB C 6o ?fB E 61 ?0fB F 61 ?0fB G 6o ?```B L 01 ? ` `B M 01 ?{ `{ ZB N s *1 ? ` lB I <o ?0lB K <o ?``0H  0޽h ? f3| 0 X(    s *Bx "`  x    s *NO (2  /T Z> 8c?" 1 J  >NO (2  0T ZQ 8c?"(4   ?YES (2  1T ZU 8c?"$ @HIGH (2  2T Z,Y 8c?" $  >NO (2  3T Z\ 8c?"P   ?YES (2  4T Z` 8c?"P  >NO (2  5T Z0d 8c?"   ?YES (2  6T Zg 8c?" G  ?LOW (2  7T Zk 8c?"1  ?YES (2  8T N4o v2 @?" GTHE LEARNING CLINICH T 0޽h ?_TTTTTT