Interview Fluency Plan
Plan the tools, the disclosure and the feared words before an interview rather than during it.
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
Write the disclosure sentence down and rehearse it until it is automatic. It is the single highest-value item here, because it changes what the interviewer makes of every pause that follows. The say a hard word instead of switching card is the one that matters most for the student's own sense of the interview — an answer given with a stutter is better than a different answer given fluently, and deciding that in advance is much easier than deciding it under pressure.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentAsk the question or set the task, then give the student time to answer or try it.Log as correct
- Open promptSay 'Tell me more about that' or 'What happened next?'Log as cued
- ChoicesOffer two ways it might have felt or gone, and let the student pick or correct you.Log as cued
- ModelShare your own example first, or do the task yourself before the student does.Log as cued
Adjust it
Use a feelings scale or picture choices, and start with the easiest situation.
Plan one real situation this week to try it in, and talk it through next session.
Matching IEP goal
Given discussion prompts and speaking tasks, Student will describe their thoughts or feelings about a speaking situation and name one helpful strategy in 4 of 5 opportunities across 3 consecutive sessions.
Send it home through the parent portal →About this activity
Eight planning tasks to do before an interview rather than during one: which questions are you most afraid of stuttering on, list three; write your disclosure sentence; where will you plan a pause in your tell me about yourself; which tool comes first — easy onset, light contact, or pull-out; what will you do if you block for five seconds mid-answer. An interview is the highest-pressure speaking task most teenagers face, and improvising a plan inside it does not work.
What to listen for
Listen for the plan surviving the practice. A student who has a tool chosen and abandons it on the first hard question has a plan and not a habit. Notice what they say they will do about a five-second block — students who have no answer to that question tend to avoid the interview altogether, and having any answer changes the calculation.
Carrying it home
Ask an adult outside the family to run a mock interview. A parent asking these questions is useful once; someone the student does not know is much closer to the real pressure, and the difference is the whole point.
What's in this activity
- Which questions are you most afraid of stuttering on? List three.
- Write your disclosure sentence for the interview.
- Where will you plan a pause in your 'tell me about yourself'?
- Which tool comes first -- easy onset, light contact, or pull-out?
- Practice the answer you dread most, five times, on purpose.
- What will you do if you block for five seconds mid-answer?
- Say a hard word instead of switching to an easy one. Which word were you avoiding?
- Debrief afterward: what worked, and what would you change?
Questions
- Should the student disclose that they stutter?
- It is their decision, and worth discussing rather than deciding for them. A disclosure sentence is on the board so the option is ready and fast, not so that it is required.
- Do I need an account?
- No, all eight tasks are free to use here.
- What ages is this for?
- Ninth through twelfth grade, aligned with transition and vocational goals.
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.