Self-Disclosure Scripts for Teens
Prepared disclosure lines for different listeners, so it isn't improvised under pressure.
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
Have the student pick two and rehearse those until they are automatic. Eight scripts is a menu, not a curriculum, and the version they will use is the one that sounds like them — which is why the last card, writing their own, matters more than the eight supplied. Say each one aloud three times; a disclosure improvised under pressure usually comes out as an apology.
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 disclosure lines for different listeners: heads up, I stutter, so sometimes my words take a second; I stutter, you don't have to finish my sentences; to a new teacher — I stutter, please don't call on me to read cold, I'd rather volunteer; to an interviewer — I stutter, it doesn't affect the work; to someone who laughed — that's my stutter, it's not a joke to me. Plus one card asking the student to write their own.
What to listen for
Listen for the disclosure being framed as a warning rather than an apology. I stutter, it doesn't affect the work is a statement; sorry, I have a bit of a stutter is an apology, and listeners respond differently to the two. Notice which listener the student most avoids disclosing to — that is usually the situation costing them most.
Carrying it home
Disclosure to family is usually not needed and disclosure to their friends may be. Asking the student who already knows, and who they would want to tell, is a conversation worth having outside a session.
What's in this activity
- 'Heads up -- I stutter, so sometimes my words take a second.'
- 'I stutter. You don't have to finish my sentences.'
- 'Give me a moment, I've got it.'
- To a new teacher: 'I stutter. Please don't call on me to read cold -- I'd rather volunteer.'
- To an interviewer: 'I stutter. It doesn't affect the work.'
- To a group: 'I talk a little differently. That's just how I talk.'
- To someone who laughed: 'That's my stutter. It's not a joke to me.'
- Write your own one-sentence disclosure and say it out loud three times.
Questions
- Should a student disclose that they stutter?
- It is their decision. The value of a prepared script is that the option is available and fast when they want it, rather than improvised under pressure.
- Is it free?
- Yes, all eight scripts play with no account.
- What ages is this for?
- Ninth through twelfth grade, where new listeners — teachers, employers, strangers — arrive constantly.
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.