Teaching · Speech & Language

Twenty-two sounds, three positions, one key per cell.

Mark each consonant at the beginning, middle and end of a word with a single key while the student names pictures or talks: c for correct, s for a substitution, d for a distortion. The organizer counts errors by sound and by type, names the sounds that are wrong everywhere they were tested, and keeps what the student said instead.

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$12one-time · every device you sign in on
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Included with Caveat Classroom and Whole-school licenses. Or get it in the Speech & Language toolkit, $79 for 72 items.

The screening grid

Use your own pictures, words or conversation; the grid only records what you hear. Records use initials or a code. The example is made up.

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What you get

Teaching · Speech & Language$12 · included with Classroom and Whole-school licenses

What you finish with
A marked grid of 22 English consonants in three word positions for each student, with substitutions written out, stimulability, how much of the student’s conversation you understood and the outcome. The summary counts correct and error cells, errors by sound and by type, and the sounds in error in every tested position.
Who it is for
School speech-language pathologists, clinical fellows and speech-language pathology assistants (under supervision) screening speech sounds, and graduate students practicing transcription of errors.
Format
Browser grid that works by touch or keyboard (arrow keys move, one letter marks a cell). Several saved screenings; printed with the grid or as a blank grid for paper; CSV with one column per sound and position; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Speech & Language toolkit ($79) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Speech & Language space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
rabbitwS at start
Drawn for this page. Each sound is heard in three places in a word; the grid records what happened in each.

How to use it

  1. Start a record with the student’s initials or a code and note the tasks and the language.
  2. Elicit each sound with your own pictures, words or conversation, and mark each cell: c, s, o, d, a or n. Arrow keys move between cells.
  3. For substitutions and distortions, write what the student said instead and the word.
  4. Model the error sounds and note which the student could say after a model, and how much of a conversation you understood.
  5. Set the outcome, read the counts and print the grid.

Start a screening

What the grid can and cannot tell you

Counts, not a score

The summary counts what you marked: tested cells, errors by sound and by type, and sounds wrong in every position tested. It does not compare the student with ages at which children usually master sounds, give a percentile or say whether there is a disorder. Many errors, such as r or th in a young child, are common for a while; a screening decides whether to look closer, and the speech-language pathologist weighs age, language and the student’s own speech.

Dialect and other languages

A sound that follows the student’s dialect, such as a different th in some varieties of English, is a difference and is marked correct. The grid covers English consonants; for a student who speaks another language, note the language and screen with that language’s sounds and an interpreter where needed. Vowels, clusters and connected speech are not in the grid; use the notes for them.

Keys and privacy

c correct, s substitution, o omission, d distortion, a addition, n not tested; Delete clears a cell and clicking cycles through the marks. Records use a code, never a name, and stay in this browser.

Sources

  1. American Speech-Language-Hearing Association. Practice Portal: Speech Sound Disorders: Articulation and Phonology (asha.org/practice-portal).
  2. Bernthal, J. E., Bankson, N. W., and Flipsen, P. (2022). Speech Sound Disorders in Children (9th ed.). Hoboken, NJ: Pearson, on substitution, omission, distortion and addition errors and stimulability.
  3. McLeod, S., and Crowe, K. (2018). Children’s consonant acquisition in 27 languages: A cross-linguistic review. American Journal of Speech-Language Pathology, 27(4), 1546–1571.
  4. American Speech-Language-Hearing Association. Practice Portal: Bilingual Service Delivery; Cultural Responsiveness (asha.org/practice-portal), on dialect differences.
  5. Individuals with Disabilities Education Act regulations, 34 CFR 300.302 (screening for instructional purposes is not evaluation).

The example student is made up. The organizer records a screening; it gives no norms, scores or diagnosis, and it holds no state rules. No test items are reproduced; use your own materials. Support: team@caveatacademic.com.