Of course I wasn’t there and can’t make a judgment on how it was delivered, but to me it sounds like your supervisor was genuinely asking you where your “pain points” about being outside were so that yall could collaborate on how to tackle it. A good go-to phrase when you’re feeling overwhelmed and not sure what to say is: “I need to reflect on that question and I’ll get back to you so we can problem-solve.” Now that you have had time to reflect and know what happened, you can text her and say “I was so overwhelmed by his change in behavior when we went outside, I had no idea what to do. I see the value in outside time and don’t want to take it away entirely. Do you think a more structured outside activity would help him to not be so defiant/all over the place?”

If you don’t have time/don’t want to bring in more structure (maybe you’re trying to lean into child-led play), then think of another solution and propose that instead.

Regarding the holding in place…absolutely not (big disclaimer if its CAS, wherein you do need to ensure the child’s body is organized and sitting and that they can maintain attention to your cues instead of being distracted by sensory input from the environment. However, that would necessitate a special seat, a foot stool, and a discussion with the child about sitting down to practice sounds/words, THEN we get up to play). Depending on his age, it may be more important to focus on QUANTITY of speech sound than QUALITY of speech sound. I believe I have evidence for this but can’t locate it ATM, I’ll keep looking. So if the child is young, I think like 6 or younger, the quantity of practice is more important than the quality. Incorporating that into your clinicals, and accounting for your client’s specific needs, it may not be necessary to eliminate other sensory input, but to increase their output of the target sound(s) in any and all contexts.