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Special EducationSensory Processing & RegulationSensory Preferences IdentificationSensory Tool UseCommunicating Sensory NeedsSensory Overload RecognitionDeep Breathing PracticeMovement Break UtilizationIndependent Calming Strategy UsePersonalized Calming RoutinePersonal Sensory Diet CreationProactive Sensory BreaksEmotion Intensity RecognitionDysregulation RecoveryPositive Behavior SupportUnderstanding Social StoriesPersonal Social Story CreationEmotional Regulation FrameworksPersonal Trigger IdentificationSelecting Regulation StrategiesReinforcement System ResponseSelf-Monitoring & RewardsLearning Positive AlternativesCross-Setting Skill GeneralizationSocial CommunicationEye Contact & Personal SpaceContext-Appropriate GreetingsAppropriate Volume & ToneConversation Turn-TakingTopic Maintenance in DiscussionEffective Help-SeekingBody Language InterpretationFacial Expression RecognitionIdioms & Figurative LanguageSocial Problem IdentificationSocial Solution GenerationSocial Decision EvaluationTask ManagementMinimal Prompting Task StartSelf-Talk for StartingStarter Strategies for Difficult TasksAge-Appropriate Task PersistenceStrategic Break ManagementSmooth Task TransitionsAdapting to Plan ChangesObstacle Problem-SolvingMulti-Day Project CompletionPlanning & OrganizationPhysical Material OrganizationVisual Schedule & Timer UseSequential Task BreakingTime Estimation SkillsTask PrioritizationDigital & Physical Workspace ManagementPersonalized Organization StrategiesDetailed Project PlanningMultiple Commitment BalancingAcademic Support StrategiesMath Manipulative UseVisual Math Problem RepresentationComplex Math Problem BreakdownText Highlighting & AnnotationVisualization While ReadingPredictions & Inferences from TextText Structure Graphic OrganizersWriting Graphic OrganizersSentence Frames & TemplatesStudy Guide CreationSpaced Repetition for MemoryAssistive Writing TechnologyWorking Memory SupportSingle-Step Direction FocusMulti-Step Direction FollowingInformation Chunking PracticeVisual Support Memory AidsMnemonic Device ApplicationEfficient Note-Taking SystemsGraphic Organizer Note-TakingNote Review & OrganizationSustained Complex Task AttentionAssistive TechnologySymbol-Word CommunicationAAC Device NavigationSpeech Recognition DictationDictation Text EditingText-to-Speech for ReadingDigital Calendar UseKeyboard Shortcuts NavigationProductivity App ManagementSelf-Advocacy SkillsCommunicating Learning NeedsRequesting AccommodationsAdvocating for Appropriate SupportsIEP & Student RightsUnderstanding IEP ComponentsMeaningful IEP Meeting ParticipationIDEA & Section 504 RightsProgress MonitoringTracking IEP Goal ProgressReflecting on AchievementData-Informed Instructional AdjustmentTransition PlanningCareer & Vocational Goal SettingExploring Post-Secondary OptionsIndependent Living Skills Planning

Sound and Size Safari

A dual-target pediatric speech and language lesson targeting articulation (/sh/ in initial and final positions) alongside receptive and expressive size discrimination (small, medium, large).

SWShani Whilby

Sound and Size Safari

A dual-target pediatric speech and language lesson targeting articulation (/sh/ in initial and final positions) alongside receptive and expressive size discrimination (small, medium, large).

SWShani Whilby

🗑️

🍳 In Kitchen Loc. B

🗑️

🚪 By the Door Loc. C

🗑️

Clinician Ask: "What's by the door?" → [Small trash] • "By the desk?" → [Large trash]

Artic Target: "Empty the trash"

TRIAL 6 Target Word: LEASH Final /sh/

/sh/ reps:

🪝 On the Hook Loc. A

🦮

🧶 On the Rug Loc. B

🦮

📦 In the Box Loc. C

🦮

Clinician Ask: "What's on the hook?" → [Small leash] • "On the rug?" → [Large leash]

Artic Target: "Puppy on a leash"

Target Routine: Student 2 identifies & labels size orally • Student 1 repeats ending /sh/ word 5x

Page 2 of 4

🤫

Sound & Size Safari

Final /sh/ • Part 3

Ending /sh/ Production & Comparative Size Concepts (Visual Only)

Visual Discrimination Mode
No written size labels on child mat

TRIAL 7 Target Word: STARFISH Final /sh/

/sh/ reps:

🏖️ On Sand Loc. A

⭐

🌊 In Tidepool Loc. B

⭐

🪨 On the Rock Loc. C

⭐

Clinician Ask: "What's in the tidepool?" → [Small starfish] • "On the sand?" → [Large starfish]

Artic Target: "Five-arm starfish"

TRIAL 8 Target Word: JELLYFISH Final /sh/

/sh/ reps:

🪸 Near Coral Loc. A

🪼

🌊 In Deep Sea Loc. B

🪼

⛵ By Boat Loc. C

🪼

Clinician Ask: "What's by the boat?" → [Small jellyfish] • "In deep sea?" → [Large jellyfish]

Artic Target: "Floating jellyfish"

TRIAL 9 Target Word: RADISH Final /sh/

/sh/ reps:

🧺 In Basket Loc. A

🪵 On Board Loc. B

🪴 In Garden Loc. C

Clinician Ask: "What's in the basket?" → [Small radish] • "On cutting board?" → [Large radish]

Artic Target: "Red garden radish"

Target Routine: Student 2 identifies & labels size orally • Student 1 repeats ending /sh/ word 5x

Page 3 of 4

4

Sound & Size Safari • Part 4 & Final /sh/ Data Tracker

Final /sh/ Targets 10–12 & Full Session Progress Scoring Matrix

Trials 10–12 • Full 12-Trial Assessment

TRIAL 10 Word: SQUASH Final /sh/

/sh/ reps:

🛒 In Wagon Loc. A

🏠 On Porch Loc. B

📦 In Crate Loc. C

Clinician: "In the crate?" → [Small squash] • "On the porch?" → [Large squash]

Artic: "Yellow winter squash"

TRIAL 11 Word: SASH Final /sh/

/sh/ reps:

🎁 In Box Loc. A

🎗️

🚪 In Closet Loc. B

🎗️

🪑 On Chair Loc. C

🎗️

Clinician: "In the gift box?" → [Small sash] • "On the chair?" → [Large sash]

Artic: "Ribbon sash"

TRIAL 12 Word: PAINTBRUSH Final /sh/

/sh/ reps:

🎨 On Easel Loc. A

🖌️

🏺 In Jar Loc. B

🖌️

🎨 On Palette Loc. C

🖌️

Clinician: "In the jar?" → [Small brush] • "On the easel?" → [Large brush]

Artic: "Dip the paintbrush"

📋 Full 12-Trial Final /sh/ Data Collection Matrix

Scoring: (+) Independent • (P) Cued • (-) Incorrect

TrialStudent 1 (End /sh/)Student 2 (Size ID & Label)
1. Fish○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
2. Dish○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
3. Brush○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
4. Bush○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
5. Trash○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
6. Leash○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
TrialStudent 1 (End /sh/)Student 2 (Size ID & Label)
7. Starfish○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
8. Jellyfish○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
9. Radish○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
10. Squash○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
11. Sash○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]
12. Paintbrush○○○○○Sm [ ] Med [ ] Lg [ ] • Label [ ]

Summary Score: Student 1 Final /sh/: _____ / 60 reps (_____%) • Student 2 Size Receptive: _____ / 36 • Expressive: _____ / 12 Page 4 of 4

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