Morning Spark Story Board Sensory Safari: Day 1
Morning Spark Board
TACTILE FOCUS
💡 Teacher Facilitation Guide: Place physical items (warm cup, cool water, rough sponge, soft towel) directly on or next to the large visual circles below. Guide the student's hand to tap the board, then explore the corresponding physical sensation.
Step 1: Awake
☀️
WARM
Touch warm cup / feel sun warmth
Step 2: Splash
💦
WET & COOL
Gently touch cool bowl of water
Step 3: Wash
🧽
ROUGH
Rub textured washcloth or sponge
Step 4: Dry
🧣
SOFT & DRY
Pat dry with thick, soft flannel towel
MY CHOICE:
YES / LIKE 👍 NO / STOP 👎
Wash Your Hands Schedule Routine & Life Skills
Wash Your Hands
Student: __________________
Date: ____________________
STUDENT VISUAL STEPS
1 💧
WET
Turn water on
2 🧼
SOAP
Get one pump
3 🙌
RUB
Scrub palms together
4 🚿
RINSE
Wash soap off
5 🧻
DRY
Towel dry hands
IEP Data Collection & Prompting Level Guide
Staff: Note the support level the student required to complete each step. (F) Full Physical, (P) Partial Physical/Hand-under-hand, (V) Verbal/Gestural, (I) Independent.
Handwashing Step F (Full) P (Partial) V (Visual/Verb) I (Indep) Notes / Reactions 1. Wets hands in stream
|
|
|
|
| 2. Presses soap pump |
|
|
|
|
|
| 3. Rubs hands together |
|
|
|
|
|
| 4. Rinses soap off |
|
|
|
|
|
| 5. Dries hands with towel |
|
|
|
|
|
STUDENT RESPONSE:
WET WATER 💧 CLEAN HANDS Sparkle ✨
Scent Trail Story Board Sensory Safari: Day 2
Scent Trail Board
OLFACTORY FOCUS
💡 Teacher Facilitation Guide: Bring each physical scent canister (essential oil cotton ball or fruit peel) to the student's midline. Gently wave it. Move the canister to the left/right and observe if the student tracks it with their eyes or head. Use the cards below to anchor each exploration!
Fresh & Cool
🌿
MINT
Peppermint leaf or oil extract
Sour & Bright
🍋
CITRUS
Fresh lemon or orange slice
Calm & Soft
🪻
LAVENDER
Dried flowers or soothing mist
Warm & Spicy
🪵
CINNAMON
Ground cinnamon or stick
RESPONSE:
SMILE / REACH 😊 TURN AWAY 🙁
Snack Selection Chart Snack Choice & Self-Care
Snack Selection
Student: __________________
Date: ____________________
💡 Choice Facilitation Strategy: Present two contrasting physical food items in front of the student (one in left hand, one in right). Align them with the corresponding quadrants below. Wait 5-10 seconds for the student to select via Eye Gaze , Reach/Point , or Vocalization .
Flavor Group A
🥨
CRUNCHY
Pretzels or baked crackers
Flavor Group B
🍌
SOFT / SWEET
Banana slice or fruit puree
Flavor Group C
🧀
SAVORY
Cheese cube or cheese spread
Hydration
🥛
DRINK
Water cup or milk cup
Choice Observation Notes (IEP Data) Mark observed response:
Eye Gaze
Physical Point
Vocalization
Switch Press
Notes:
STUDENT COMMUNICATES:
MORE ➕ ALL DONE 🛑
Sound Wave Story Board Sensory Safari: Day 3
Sound Wave Board
AUDITORY FOCUS
💡 Teacher Facilitation Guide: Stand slightly behind or to the side of the student (out of direct visual field). Shake the physical instrument (bell, shaker, or crinkle paper). Observe if the student localizes the sound by turning their head or moving eyes toward it. Map their choice on the board!
Clear Ring
🔔
BELLS
High pitch hand-bells or chimes
Soothing Whoosh
🌧️
RAINSTICK
Wooden rainstick or sand shaker
Textured Crackle
📄
CRINKLE
Crinkle foil, paper, or sensory cloth
Steady Rhythm
⏱️
TICK TOCK
Metronome or large clicking clock
STUDENT REACTION:
TURN HEAD 👀 STILL / ALERT 🧘
Music Tempo Controller Auditory Choice & Expression
Tempo Controller
Student: __________________
Date: ____________________
💡 Environmental Control Setup: Instructors or paraprofessionals use physical musical items (shakers, drums, bells) to demonstrate each auditory profile. Present this high-contrast choice board. Encourage the student to hit a switch, gaze, or tap to choose the tempo of their classroom music!
Tempo Fast
⚡
FAST
Quick tambourine or fast clap
Tempo Slow
🐢
SLOW
Gentle rainstick or slow hum
Volume Up
🔊
LOUD
Strong drumbeats or loud singing
Volume Down
🤫
QUIET
Soft finger snaps or whispering
Auditory Processing Observations Mark observed behavior:
Blinks / Startles
Turn to Sound
Vocal Mirroring
Calm / Relaxed
Observer Comments:
STUDENT COMMUNICATES:
PLAY MUSIC 🎵 STOP MUSIC 🛑
Texture Trek Story Board Sensory Safari: Day 4
Texture Trek Board
FINE-MOTOR GRASP
💡 Teacher Facilitation Guide: Secure physical texture cards (faux fur, sandpaper, satin ribbon, hook-velcro) directly over or next to the circles below. Guide the student to practice Pincer Grasp , Whole-Hand Grip , and Release .
Soft & Fluffy
🐑
SOFT
Faux fur or velvet felt
Rough & Bumpy
🧱
ROUGH
Medium sandpaper or rigid board
Slick & Cool
🎀
SMOOTH
Satin fabric or smooth plastic card
Resist & Pull
🕸️
STICKY
Sticky tape or scratchy hook velcro
GRASP SKILL:
SQUEEZE / HOLD ✊ OPEN HAND / LET GO 🖐️
Dressing Steps Poster Dressing & Fine Motor Skills
Dressing Steps
Student: __________________
Date: ____________________
STUDENT DRESSING ACTIONS
1 👟
VELCRO
Pull and press tab to close shoe/cuff
2 🤐
ZIPPER
Pinch pull-tab and slide up or down
3 🎛️
BUTTON
Push large button through slots
IEP Data Collection & Dressing Support Levels
Staff: Note the level of prompting the student required for each motor challenge. (F) Full Physical, (P) Partial Physical / Hand-under-hand, (V) Verbal/Gestural, (I) Independent.
Dressing Task F (Full) P (Partial) V (Visual/Verb) I (Indep) Notes / Grip Type 1. Pulls velcro tab open
|
|
|
|
| 2. Secures velcro closed |
|
|
|
|
|
| 3. Grasps & pulls zipper |
|
|
|
|
|
| 4. Pushes button through slot |
|
|
|
|
|
STUDENT INDICATION:
HELP PLEASE 🙋♂️ I DID IT! 🎉
Light Catchers Story Board Sensory Safari: Day 5
Light Catchers
VISUAL TRACKING
💡 Teacher Facilitation Guide: Darken the room. Turn on a physical illuminated sensory tool (flashlight, fiber optic wand, glow stick, glitter lamp) and project or hold it 12-18 inches from the student. Move it slowly in an arc (left, right, up, down). Look for fixation and horizontal/vertical tracking.
Focus & Follow
🔦
BEAM
Slow flashlight beam on wall
Glow & Touch
🪩
GLOW WAND
Color changing fiber optic strands
Shimmer & Turn
🧪
SPARKLE TUBE
Swirling metallic sensory tubes
Calm & Drift
🌌
AURORA
Gentle wall/ceiling color projector
VISUAL GAZE STATUS:
FIXATED 👀 TRACKING (L ➡️ R) 🔄
Calm Down Guide Self-Regulation & Transitions
Calm Down Guide
Student: __________________
Date: ____________________
MY CALM DOWN ROUTINE
1 🌬️
BREATHE
Slow deep breaths in and out
2 💡
SOFT LIGHT
Dim lights or look at glowing colors
3 🧸
COZY WEIGHT
Use a warm lap pad or visual toy
4 🙏
QUIET HANDS
Keep hands resting flat on lap
IEP Regulation & State Tracking
Staff: Track regulation levels during classroom transitions. (A) Alert/Agitated, (F) Focus/Engaged, (C) Calm/Relaxed, (L) Lethargic/Sleepy.
Sensory Transition Point A (Agitated) F (Focused) C (Calm) L (Lethargic) Staff Actions Applied 1. Entry from hallway
|
|
|
|
| 2. After light activities |
|
|
|
|
|
| 3. Transition to circle time |
|
|
|
|
|
| 4. Exit to next class/bus |
|
|
|
|
|
STUDENT COMMUNICATES:
FEEL HAPPY 😊 FEEL TIRED 🥱