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$3.25
by AutismEducators
Do your students have IEP goals for occupational therapy OT to trace and write uppercase letters, lowercase letters, letter formation and numbers? See students trace letters and numbers with a snowman winter theme! They will remain focused and on task with this tracing letters and numbers task box, as students complete the engaging activity with a greater level of independence! WHAT IS INCLUDED W...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given an upper or lowercase letter of the alphabet, or a number from 0 to 10, STUDENT will independently trace using grasp and continuing strokes, in 4 out of 5 opportunities, as monitored by a supervising adult/teacher/therapist, by MONTH YEAR.
2. Given up to ___(# of) _________(uppercase letters / lowercase letters / numbers from 0-10) to trace, with verbal (words of praise or encouragement / restatement of directions) or gestural prompts as needed (pointing to task), STUDENT will complete the activity as part of a work task system, in 4 out of 5 once daily opportunities, by MONTH, YEAR.
2. Given up to ___(# of) _________(uppercase letters / lowercase letters / numbers from 0-10) to trace, with verbal (words of praise or encouragement / restatement of directions) or gestural prompts as needed (pointing to task), STUDENT will complete the activity as part of a work task system, in 4 out of 5 once daily opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
This December Santa Christmas holiday reading nouns activity helps students identify and read nouns with a fun task box! Place at your literacy center, task boxes, independent work, for one-on-one review with adult support. Include as a holiday activity for students receiving inclusion services while attending a General Education classroom. WHAT IS INCLUDED WITH THIS December Santa Letter Task Box...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: Given one sentence to read and match with a vocabulary picture, STUDENT will independently/or with prompts, complete the task with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.50
by AutismEducators
Are your students accessing task boxes that will help improve IEP goals for addition with sums up to 20? With an autumn theme and a choice of two task box learning levels (writing the number response or choosing the correct sum on a number response card), students will remain on task and focused! This task card set for Addition Math Skills TASK BOX FILLER® activity comes with suggested IEP Goals f...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: 1. Given two numbers (single or double digit) to add (addends) using a horizontal format, STUDENT will solve to determine the sum up to 20, with 80% accuracy, in 4 out of 5 opportunities by MONTH YEAR.
$3.00
by AutismEducators
Do you need some fun winter (marshmallow with hot chocolate) positional word activities with prepositions for your independent work tasks? This activity with a winter theme will keep your learners engaged and focused as they learn about where an object is located, or its position. This Task Box Filler® will have your learners engaged with the winter seasonal pictures of a warm mug of hot chocolat...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: 1. Given a picture representing a positional word (preposition) (ex. above, under, in front of) and two sentences, STUDENT will choose (mark/say/point to/type/indicate on voice output device) the sentence that states the correct position, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Do your students need practice for one to one correspondence to count "how many" up to 20? This Halloween candy corn theme Task Box Filler for Special Education and Autism, provides the perfect early math counting skills independent work task for October! TWO LEARNING LEVELS included! Students can write or match the numbers from 1 to 20 to find "how many". WHAT IS INCLUDED WITH THIS One-To-One Cor...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given objects to count related to a category or theme from 1 to 20, STUDENT will independently count and write/choose correct number response card in order to demonstrate one-to-one correspondence up to 20, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Do your students need practice for one to one correspondence to count "how many" up to 20? This Halloween cookie them Task Box Filler for Special Education and Autism, provides the perfect early math counting skills independent work task for October! TWO LEARNING LEVELS included! Students can write or match the numbers from 1 to 20 to find "how many". WHAT IS INCLUDED WITH THIS One-To-One Corresp...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: INDEPENDENT OR LOW LEVEL OF ASSISTANCE IEP GOALS (on grade level or below):
1. Given objects to count related to a category or theme from 1 to 20, STUDENT will independently count and write/choose correct number response card in order to demonstrate one-to-one correspondence up to 20, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Participatory/High Needs BASED IEP GOALS: 2. Given verbal, visual, or hand-over-hand prompts along with objects to count up to____ (#)ex. 1 to 5, STUDENT will touch each object and count with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given objects to count from 1 to 5, STUDENT will indicate the total number on his/her voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
Are your students working towards a reading comprehension IEP goal for foundational reading skills? This a reading comprehension IEP Goal Review worksheet printable packet helps early readers to comprehend sentences with a picture and visuals. This IEP Goal Review packet also includes numbered vocabulary cards for each worksheet and fine motor skills practice to “dab” each circle to complete the p...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: Given a picture and two sentences to read which contain familiar vocabulary (sight words and nouns) and visuals to aid in reading comprehension, STUDENT will read to complete the task with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$18.00
$12.60
by AutismEducators
This is a BUNDLE containing 6 items.
Do you have students who are working on fine motor skills and copying, tracing, or writing a sentence? Here are 6 sets of fine motor skills activities to help your students improve copying a sentence, tracing a sentence, and writing a sentence!Please see individual resources for specific vocabulary included in each set....
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short sentence to TRACE (up to 6 words), STUDENT will independently (or prompts as needed), TRACE the sentence along the guided lines (letters), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to (up to 6 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) READ the sentence and write the selected response to FILL-IN-THE-BLANK, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using (up to 6 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE the sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence using a person (noun or pronoun) as the sentence starter (3 - 4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence using a person (noun or pronoun) to COPY (3 - 4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using a noun or pronoun as a sentence starter (3 - 4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence to TRACE (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to COPY (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence to WRITE (4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence (which has one noun and one verb) to TRACE (3 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence (which has one noun and one verb) to COPY (3 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence (which has one noun and one verb) to WRITE (3 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to (up to 6 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) READ the sentence and write the selected response to FILL-IN-THE-BLANK, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using (up to 6 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE the sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence using a person (noun or pronoun) as the sentence starter (3 - 4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence using a person (noun or pronoun) to COPY (3 - 4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using a noun or pronoun as a sentence starter (3 - 4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence to TRACE (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to COPY (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence to WRITE (4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence (which has one noun and one verb) to TRACE (3 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence (which has one noun and one verb) to COPY (3 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence (which has one noun and one verb) to WRITE (3 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Do you need some fun Autumn or Halloween positional word activities with prepositions for your independent work tasks? This activity with a fall theme will keep your learners engaged and focused as they learn about where an object is located, or its position. This Task Box Filler® will have your learners engaged with the fall seasonal pictures of a cat with a hat and a fox and a pumpkin! I can’t ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given a picture representing a positional word (preposition) (ex. above, under, in front of) and two sentences, STUDENT will choose (mark/say/point to/type/indicate on voice output device) the sentence that states the correct position, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by Angie S
Summer cards with real photos are great for learning vocabulary on summer and beach topics through different matching picture-to-picture activities and memory games as well as for reading and spelling activities. It is a good resource for children with autism and special needs, kindergarten, preschool and ESL students. (My Summer Vocabulary Cards include most of these beach cards, don`t buy both o...
Grade Levels: PreK, Kindergarten, 1st Grade
IEP Goals: Given a picture of an object related to a topic or theme (going to the beach), STUDENT will match the identical picture sets with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Counting more or less in groups of up to 10 Task Box Filler® for Special Education, Autism, and early math skills intervention with an autumn theme! Gaining confidence in basic math skills for more or less with groups of up to 10 objects, is important to apply foundational skills during independent work tasks or one-on-one instruction. Count to choose the group that shows more or less with visuals...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given two groups of related objects to count up to 10, STUDENT will count to determine which group has more/has less by marking the correct response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given verbal and visual prompts as needed, with two groups of related objects to count up to 10, STUDENT will count with assistance (verbal/visual/gestural) to determine which group has more/has less by _______(marking/pointing to/indicating on voice output device/verbally) the correct response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given verbal and visual prompts as needed, with two groups of related objects to count up to 10, STUDENT will count with assistance (verbal/visual/gestural) to determine which group has more/has less by _______(marking/pointing to/indicating on voice output device/verbally) the correct response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
SALE!
$6.00 $5.00
by AutismEducators
ESY Extended School Year Yes or No Questions for Speech Therapy IEP Goals Created exclusively for ESY or Extended School Year services, this “yes” or “no” questions activity displays events, actions, or people associated with summer months. With most of the questions focusing on concrete responses, there are questions related to emotions (how the student may feel in school), likes and dislikes (in...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: ACADEMIC BASED IEP GOALS:
1. Given a picture and a question related to a personal choice or preference, STUDENT will provide a ?yes? or ?no? response (verbally, by holding up sign, or using voice output device), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a picture and a question related to a personal choice or preference, STUDENT will write or type a response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a picture and a question related to an experience which may occur during the school day or summer months, STUDENT will provide a ?yes? or ?no? response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
4. Given a picture and a question related to an experience which may occur during the school day or summer months, STUDENT will write or type a response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LANGUAGE BASED IEP GOALS: 5. Given a picture related to an experience which may occur in school or summer months, STUDENT will say (verbally or using voice output device) what is occurring in the picture by providing a one word or more description, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
6. Given a picture related to a personal trait, preference, or opinion, and a question read by the teacher/therapist, STUDENT will provide a ?yes? or ?no? response, in 4 out of 5 trials, by MONTH, YEAR.
7. Given a picture related to a personal trait, preference, or opinion, and a question read by the teacher/therapist, STUDENT will provide a ?yes? or ?no? response and provide a statement to support the response, in 4 out of 5 trials, by MONTH, YEAR.
2. Given a picture and a question related to a personal choice or preference, STUDENT will write or type a response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
3. Given a picture and a question related to an experience which may occur during the school day or summer months, STUDENT will provide a ?yes? or ?no? response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
4. Given a picture and a question related to an experience which may occur during the school day or summer months, STUDENT will write or type a response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LANGUAGE BASED IEP GOALS: 5. Given a picture related to an experience which may occur in school or summer months, STUDENT will say (verbally or using voice output device) what is occurring in the picture by providing a one word or more description, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
6. Given a picture related to a personal trait, preference, or opinion, and a question read by the teacher/therapist, STUDENT will provide a ?yes? or ?no? response, in 4 out of 5 trials, by MONTH, YEAR.
7. Given a picture related to a personal trait, preference, or opinion, and a question read by the teacher/therapist, STUDENT will provide a ?yes? or ?no? response and provide a statement to support the response, in 4 out of 5 trials, by MONTH, YEAR.
$1.50
by Curriculum for Autism
Bible Truths to read, write & color / colour for students with autism and special education needs.5 pages for your classroom, Christian homeschool, Bible club or Sunday School....
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a biblical activity to reinforce previously taught theories, beliefs, or statements, STUDENT will complete the activity by reading, writing, and coloring the picture, in 4 out of 5 opportunities.
$3.25
by AutismEducators
Numbers 0 – 20 to count how many for one-to-one correspondence TASK BOX FILLER® with a spring bunny theme! With Spring theme pictures of bunny footprints to count from 0 to 20, students practice counting “how many?” for one-to-one correspondence and identifying numbers 0 through 20. This “Task Box Filler®” 20 card set can be used during independent work tasks to promote task completion, for high-...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: LEVEL 1: (High Level of Support Provided) Given up to ______(5) activity cards with numbers from objects up to 5, STUDENT will count given (verbal/visual/guided hand) prompts as needed along with guidance by the teacher/educational support professional, to provide a verbal, written, marked response, pointing to, or using a voice output device, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given up to 10 activity cards with numbers from objects 1 to 10, STUDENT will count each object, given words of encouragement as needed (ex. ?keep going?, ?good matching?, etc.) to achieve 80% accuracy by identifying the correct number, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given up to 21 activity cards with objects to count from 0 ? 20, STUDENT will count to answer ?how many?? by marking or clipping the correct number with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given up to 10 activity cards with numbers from objects 1 to 10, STUDENT will count each object, given words of encouragement as needed (ex. ?keep going?, ?good matching?, etc.) to achieve 80% accuracy by identifying the correct number, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given up to 21 activity cards with objects to count from 0 ? 20, STUDENT will count to answer ?how many?? by marking or clipping the correct number with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Students increase visual discrimination skills to identify differences in characteristics of objects with real life pictures using a fun, engaging Spring Rabbit (Easter) theme! This “Task Box Filler®” 40 card set can be used during independent work tasks to promote task completion, for high-interest Speech and Language activities, or as a one-on-one instructional activity for task engagement and t...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: LEVEL 1: (High Level of Support Provided) Given up to ten activity cards representing a group of up to 3 related objects with the same (repeated) requested object, STUDENT will identify the object by________ (point to/say/mark/indicate on voice output device) the object with (verbal/visual/guided hand) prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given up to 20 activity cards representing a group of related objects with the same (repeated) requested object, STUDENT will identify the object by________(mark/point to/say/indicate on voice output device) the object to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given up to 40 activity cards representing a group of related objects with the same (repeated) requested object, STUDENT will independently identify the object by ________(mark/point to/say/indicate on voice output device) in order to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given up to 20 activity cards representing a group of related objects with the same (repeated) requested object, STUDENT will identify the object by________(mark/point to/say/indicate on voice output device) the object to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given up to 40 activity cards representing a group of related objects with the same (repeated) requested object, STUDENT will independently identify the object by ________(mark/point to/say/indicate on voice output device) in order to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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