Daily Speech Self-Rating Log
A metacognitive log for carryover: where speech broke down today and what to target next.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
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.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student works through the card on their own, listening for their target sound.Log as correct
- SignalUse a silent signal you agreed on, such as a tap on the table, when their target sound slips.Log as cued
- AskAsk 'Did that sound right?' and let the student try the word again.Log as cued
- ModelSay the word correctly; the student repeats it, then carries on.Log as cued
Adjust it
Slow the pace: the student plans each sentence before saying it.
Fade the signal. Record the student and have them count their own errors afterwards.
Matching IEP goal
During this activity, Student will produce their target sound correctly in structured conversation, self-correcting any error, in 8 of 10 opportunities across 3 consecutive sessions, given no more than a nonverbal signal.
Send it home through the parent portal →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.
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.
What's in this activity
- Rate your speech in class today: 1 = nobody understood, 5 = totally clear.
- Where was speech hardest today -- hallway, class, lunch, practice, or work?
- Name one word you fixed on your own today.
- Name one word you noticed but didn't fix. Say it correctly three times now.
- How many times did someone ask you to repeat today?
- Which situation are you going to target this week?
- Who is your practice partner outside of therapy?
- What is one thing you will do differently tomorrow?
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.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.