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Lynne: The next characteristic is latency. And this is a delayed response to the presentation of an object. It's kind of processing time. You know, vision for these kids is work, it's not easy. For you and I that we can just look around and see things and it seems very natural and easy. It takes work for them to figure out what it is they are looking at.

And so latency is just that period of time it takes for their brain to say, "Oh, there's something there." Or, you know, make a picture of, however complete. And so gets someone's attention.

Sara: Uh-hmm. And sometimes it will be...It'll take a longer time for kids to look at something that's unfamiliar. Latency might increase when it's unfamiliar, if the child is tired. And also, if you think about the big picture, sort of, the less time the kids or anybody is spending trying to process and the less lag time in between looking and understanding or being able to get into their brain, the more visual behavior you see.

Lynne: Right.

Sara: So, there's less processing. There is less of that computing time that's spent.

Lynne: Right, yeah. In your temporal lobe, you have this area that functions, kind of its visual library. And things that are in your everyday life and routine are stored there. So, when you get up and you look for your toothbrush, you know, it's almost like you're not even thinking about it at all. You know, you're just doing things. And so when I come to work and I see Sara, I have easy access to all the visual information that Sara invokes in me. You know, I can remember how long we've known each other and when we worked together, you know, it's all there and easily accessible. If I went to San Francisco on vacation, went around the corner and there was Sara, you know, because she is totally in unfa...you know, not where she is supposed to be at all, I will probably stop, you know. And that information in my visual library isn't going to be accessible because she is not where she is supposed to be and that will, you know...I would've to process and, you know, we've all been through that. You seen... My favorite example is seeing the nurse in Walgreens. You know, your doctor, your nurse. I know, I know you.

Sara: Where? How?

Lynne: And so everyone experiences latency. This is just something that these kids experience more. So, you try to keep that in mind, you know. Things should be as familiar as possible, kept in the same familiar spot as much as possible.

Sara: And what you really need to think about is when you present something to a student who has a great deal, needs a great deal of time to process it.

Don't think that they haven't responded yet.

You know, you need to really think about how long is the response time. It's hard for us to wait, really.

Lynne: Yeah.

Sara: And a lot of times, kids don't get a long enough time to look that will allow them to respond to the visual information. So, you say, "Okay. Here, look at this remote control." And, you know, if she doesn't look at it in three seconds or five seconds, I'll be like, "She didn't care." So, here's an example. I really wanted to show you one that took a bit of time.

And latency can be as long as, you know, it can be as long as 10 minutes.

Lynne: Right.

Sara: This one is 10 seconds.

And that's still hard to look for.

Lynne: And it seems long.

Sara: Yeah. And so, we're going to be looking at Brandon. He's, um... We're presenting a new, a new item to him. And he is going to be looking at it in an amount of time that he can look. So, you'll see him. He's kind of doing his movement, you know. He moves a lot. And when he's doing that, he's not really fixating on anything. He's just giving himself other kind of information. So, you'll see when he really does look. And you can count, it just about exactly 10 seconds.