Teaching · Speech & Language

Where speaking feels sure, and where it does not, in the student’s own ratings.

The student rates how sure they feel saying what they want to say, from talking with friends to the phone, and adds the situations that matter in their own life. Four short statements show whether they swap words or let others talk for them. The summary turns the answers into a starting point and a goal they chose.

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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 confidence survey

One survey per student per date; give it again later with Copy to a new date. Use initials or a code, never a name. 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: For each student and date, ratings for nine situations and their own, four answers about avoiding and speaking up, and a goal in their words, with a summary of the least and most sure situations and the answers to talk about.
Who it is for: Speech-language pathologists working with students who stutter or have other speech and language differences, from about grade 3 up, and the students themselves.
Format: Browser survey. Several saved records; printed with the summary or as a blank paper form; CSV with one row per survey; 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.

Drawn for this page. Confidence grows a rung at a time, in situations the student chooses.

How to use it

Start a record with the student’s initials or a code and today’s date.
Read the situations aloud if the student prefers; ask how sure they feel they can say what they want to say.
Add any situations of their own, such as roll call or calling plays in a game.
Go through the four speaking-up statements; there are no right answers.
Ask for one situation to work on and why, then read the summary together.

Start a survey

What the survey is for

Why confidence

For many students who stutter, what limits them is less the stuttering itself than avoiding situations, switching words and staying quiet. How sure a student feels in each situation shows where those choices happen, and gives therapy goals that matter in the student’s life.

No total score

The situations and statements are written for this page and have no norms. The survey is not a test of stuttering severity; compare a student only with their own answers on another date.

Their goal, their words

A goal the student chose, such as ordering at a counter alone, is one they will work toward. Records use a code, never a name, and stay in this browser.

Sources

American Speech-Language-Hearing Association. Practice Portal: Childhood Fluency Disorders (asha.org/practice-portal).
Yaruss, J. S., and Quesal, R. W. (2006). Overall Assessment of the Speaker’s Experience of Stuttering (OASES): Documenting multiple outcomes in stuttering treatment. Journal of Fluency Disorders, 31(2), 90–115 (background; no items are used here).
Plexico, L. W., Manning, W. H., and Levitt, H. (2009). Coping responses by adults who stutter: Part I. Protecting the self and others. Journal of Fluency Disorders, 34(2), 87–107 (on avoidance).
World Health Organization (2001). International Classification of Functioning, Disability and Health (participation and personal factors).
Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The survey records how a student feels; it has no norms, gives no score and does not measure stuttering or diagnose anything. Support: team@caveatacademic.com.