Sound Self-Monitoring in Conversation
Timed talking tasks where the student tracks their own target productions and repairs them mid-conversation, so the tally comes from the student rather than only from the clinician's data sheet.
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
Work through in rough order. Raising a finger for correct productions is the easiest, because it only asks the student to notice success. Stop yourself at an error and saying caught it before the error are harder, since they ask for monitoring in real time. The guess-then-compare card is worth repeating across sessions, because it measures how well the student hears their own speech. Fifteen minutes covers four or five tasks.
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
Ten timed talking tasks where the student tracks their own sound: talk for two minutes and raise a finger at each correct production; tell a story, guess how many targets you missed, then compare with the tally; stop yourself the moment you hear an error; say caught it when you catch yourself before an error; argue for something you believe and rate your production from one to five. The tally comes from the student, not only from your data sheet.
What to listen for
Track the gap between the student's count and yours. A student who guesses two missed targets when you counted eight is not yet hearing their errors, and more practice at the sentence level will not close that gap on its own. Notice caught it moments specifically, since they show monitoring ahead of the error rather than after. Watch whether monitoring collapses on the argue-for-something card, where the student cares about the content.
Carrying it home
The raise-a-finger task works at home with any short conversation. Ask the family to let the child do the counting, not them, and to compare counts only occasionally so the practice does not become a test.
What's in this activity
- Talk for two minutes about anything you choose. Raise a finger every time you hear yourself say your sound correctly.
- Talk for two minutes. Your partner raises a hand at every missed target; keep going and repair it before the next sentence.
- Tell a story you already know well. Afterwards, say how many targets you think you missed, then compare with the tally.
- Answer three questions in a row. Between each one, say one word you would like to say again more carefully.
- Describe a photo on your phone or a picture on the wall. Stop yourself the moment you hear an error and say the word again.
- Talk about your day in order. Every time you catch yourself before an error, say “caught it” out loud.
- Retell what you just said to a second listener. Use the same targets and say how much easier it was the second time.
- Argue for something you actually believe for one minute. Rate your own sound production from one to five afterwards.
- Read three sentences aloud, then say the same thing in your own words. Say which one was easier to monitor.
- Have a two-minute conversation where your partner is allowed to say “again” only once. Decide together which word earned it.
Questions
- Which sound is this for?
- Any sound the student is carrying over into conversation. Agree the target before each task.
- Why does the student keep the tally?
- Because carry-over depends on the student hearing their own errors when you are not there. The comparison with your tally shows how close they are.
- Is it free?
- Yes, all ten tasks play free in the browser. An account adds session data, goal scoring and assignment.
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.