Interview Speech Clarity
Articulation carryover targeted at the highest-stakes speaking task a teen faces.
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
Record. The self-rating card is the point of the board — a student who hears their own practice interview learns more in three minutes than in a session of feedback, and the recording removes the argument about whether it was clear. Start with the name and position, which is short and high-stakes, and build up to the thirty-second answer. Twenty minutes covers a full run with a recording and a review.
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 tasks that point articulation carryover at an interview: say your full name and the position you are applying for; answer tell me about yourself in thirty monitored seconds; state your availability out loud in days and hours; say three words from the job description clearly; record the whole practice interview and rate your own clarity. Carryover work usually stops at conversation, and an interview is harder than conversation in every dimension.
What to listen for
Listen for clarity dropping as the answer lengthens. Most students are clear for a sentence and lose monitoring by the third, and the thirty-second answer is deliberately long enough to show that. Watch the job description words, which are unfamiliar and often long — a student who is clear on rehearsed material and unclear on the vocabulary of the actual job has a specific and fixable gap.
Carrying it home
Ask the student to record one thirty-second answer on a phone and listen back before showing anyone. The listening back is the intervention, and it works without any adult judgement attached.
What's in this activity
- Say your full name and the position you are applying for.
- Answer 'Tell me about yourself' in thirty monitored seconds.
- Answer 'What are your strengths?' with two clear examples.
- State your availability out loud: days and hours.
- Ask one question about the schedule.
- Practice the closing: 'Thank you for your time.'
- Say three words from the job description clearly.
- Record the whole practice interview and rate your own clarity.
Questions
- What ages is this for?
- Ninth through twelfth grade, for students with a residual articulation target heading into work.
- Do I need an account?
- No, all eight tasks are free to use.
- Why interviews specifically?
- Because the stakes are concrete and the listener is a stranger with no context. A residual error that friends and teachers have adapted to is fully exposed in an interview, which makes it the situation worth preparing for.
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.