/s/ Carryover with Self-Monitoring
Structured carryover tasks where the student, not the clinician, catches the errors.
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
Never supply the count. The whole design is that the student notices, and a clinician calling out errors replaces the skill being built. Start with the sixty-second monologue, which is long enough for monitoring to lapse and short enough to review. The voicemail task is the most convincing — students routinely believe a production was clear until they hear it played back. Twenty minutes covers two or three tasks with 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 /s/.Log as correct
- SignalUse a silent signal you agreed on, such as a tap on the table, when /s/ 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 /s/ 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 carryover tasks where the student does the catching: talk for sixty seconds about your weekend and tally every /s/ you catch yourself on; order food out loud as if at a drive-through and rate your own clarity; leave a twenty-second voicemail, play it back and count the errors; describe a highlight from a game and stop the moment you hear a slushy /s/; hold a two-minute conversation and rate how often you monitored without a cue.
What to listen for
Watch the gap between the student's count and yours. That number is the actual measure at this stage: a student who catches most of their own errors can self-correct outside the room, and one who catches none cannot, regardless of how accurate they are under direct attention. Notice whether monitoring survives the two-minute conversation, which is the longest task here for a reason.
Carrying it home
A phone is all that is needed. Recording a minute of talking and listening back, with nobody else involved, is the highest-value home practice at this stage and takes two minutes.
What's in this activity
- Talk for sixty seconds about your weekend. Tally every /s/ you catch yourself on.
- Order food out loud as if at a drive-through. Rate your own clarity 1 to 5.
- Read a text message aloud, then say the same thing in your own words.
- Explain your class schedule out loud. Self-correct without being cued.
- Leave a twenty-second voicemail. Play it back and count the errors.
- Describe a highlight from a game. Stop the moment you hear a slushy /s/.
- Answer 'What did you do this summer?' in three sentences, monitoring throughout.
- Hold a two-minute conversation. Rate how often you monitored without a cue.
Questions
- What ages is this for?
- Sixth through twelfth grade, for residual /s/ at the carryover stage.
- Do I need an account?
- No, all eight tasks are free to use here.
- Why not just correct the errors?
- Because nobody corrects them outside the room. At the carryover stage the sound is usually available and simply not monitored, and correction from a listener does not build the noticing that has to happen alone.
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.