A lot of times… We want to jump right into production practice of minimal pairs. But… I always take a little time to introduce the rule of the sounds we are contrasting. So the child explicitly understands the difference between the way you make the sounds. I’m this case, we are talking about long vs. quick sounds with a child who stops alllll fricatives and affricates. I’m using a lot more sounds here than I will when we get down to actually producing the minimal pairs. But I want to really hammer home the idea of long vs. quick sounds. First, we sorted. No pressure on the child to produce. Then we just stimulated the “long sounds” with a visual and tactile component for added salience. I really like the tactile piece ala the white board and markers (thanks @bondarspeech for t