About this activity
Eight questions a student answers about their own day: rate your speech in class today, one to five; where was speech hardest — hallway, class, lunch, practice, or work; name one word you fixed on your own; name one you noticed but did not fix; how many times did someone ask you to repeat. Carryover is the stage where therapy usually stops working, and it stops working because nobody is watching outside the room. This makes the student the one watching.
How to use it in a session
Run it as a conversation rather than a form. The two questions that do the work are the one about a word fixed independently and the one about a word noticed and not fixed — the second is more informative, because noticing without fixing is the stage just before fixing. Use the answers to choose the week's target situation rather than choosing it yourself; a student who picks the hallway will work on the hallway. Ten minutes at the start of a session sets up the rest of it.
What to listen for
Watch the self-rating drift toward honesty. Early logs are usually optimistic, and a student who starts reporting threes after a run of fives has become a better observer rather than a worse speaker. Notice whether they can name a specific word — a student who says my speech was fine has not been monitoring, and specificity is the first thing to build.
Carrying it home
Ask the family to stop correcting and start asking. How did speech go today, and was there a word you fixed, puts the monitoring where it belongs and takes the family out of the correction business, which nobody enjoys.
Questions
- What ages is this for?
- Sixth through twelfth grade, where students can reflect on their own speech across a day.
- Do I need an account?
- No, the prompts are free to use with no login.
- Why focus on self-monitoring rather than more practice?
- Because at the carryover stage the sound is usually available and simply not being used. What is missing is noticing, and more production practice does not build noticing.