Voice Journal — Self-Monitoring
Track daily voice use and hygiene habits.
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
Take the morning and evening ratings on the same day, every day. A single rating is a number; two ratings a day for a week is a pattern, and the pattern is what shows the student which activities cost them. The best-day and worst-day cards are the ones to review together, since the student usually identifies the cause themselves once the days are side by side.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentRead the card and wait 5 seconds for the student's answer.Log as correct
- HintAsk 'How would your voice feel after that?'Log as cued
- Two choicesOffer two answers, the right one not always second.Log as cued
- ExplainGive the answer and the reason; the student says it back in their own words.Log as cued
Voice work belongs after an ENT examination. If hoarseness lasts or gets worse, stop and refer back to the physician.
Adjust it
Use fewer cards and sort into just two groups.
Plan what the student will do in their own hardest voice situation this week.
Matching IEP goal
Given everyday scenarios, Student will identify the voice-healthy choice and a reason in 8 of 10 opportunities across 3 consecutive sessions.
Send it home through the parent portal →About this activity
Twelve journal prompts: how did your voice feel this morning, one to five; how many glasses of water did you drink; did you yell today, when and where; did you clear your throat, about how many times; which class is hardest on your voice and why; what happened on your worst voice day this week, and your best. The pattern across a week is what the journal is for.
What to listen for
Watch the difference between morning and evening ratings. A voice that starts clear and ends rough points at accumulated load; one that starts rough and improves points at something happening overnight, which is worth mentioning to a physician rather than working on vocally. Notice which class is named as hardest, since the answer is usually about the environment rather than the subject.
Carrying it home
A rating at breakfast and one at bedtime takes ten seconds each. Families can ask rather than record, and the asking is what makes the student notice.
What's in this activity
- How did your voice feel this morning? 1 (rough) to 5 (clear)
- How many glasses of water did you drink today?
- Did you yell today? When and where?
- How much did you talk today: little / normal / a lot?
- Did you clear your throat? About how many times?
- Did you take any voice breaks? How long?
- How does your voice feel right now, at the end of the day?
- Which class is hardest on your voice? Why?
- Did you use a strategy today? Which one?
- Rate your voice at the start and end of the day. Compare.
- What happened on your worst voice day this week?
- What happened on your best voice day this week?
Questions
- What ages is this for?
- Fourth through eighth grade, where students can rate and reflect on their own voice.
- Is it free?
- Yes, all twelve prompts play with no account.
- Why track rather than just give advice?
- Because advice without a pattern is ignored. A student who can see that their voice is worse after one particular class has a reason to change something, which no general instruction produces.
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.