Teaching · Speech & Language

A week of practice, from the therapy room to the lunch line.

Set the strategies and a goal for the week, then log each practice with the situation, the level and how hard it felt. The summary totals practice by strategy and place and shows where the student is ready to take a strategy next.

Start a practice week What you get

The practice week

One record per student and week. Students can fill in the log themselves. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Speech & LanguageFree

What you finish with: For each week, the strategies and goal, a practice log by day, situation and level, how hard each strategy felt, and the student’s view, with totals and next steps.
Who it is for: Speech-language pathologists working with students who stutter, and the students and families who log practice between sessions.
Format: Browser log. Several saved records; printed with the summary or as a blank weekly log to send home; CSV of the practice table; export and import a file.
Access: Free. No account and no sign-in. 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. Strategies learned in the therapy room have to climb to harder places: class, friends, the phone, a stranger at a counter.

How to use it

Start a record with the student’s initials or a code and the week’s first day.
Choose the strategies for the week, the goal and one harder situation.
After each practice, add a row: day, strategy, situation, level, times and how hard it felt.
At the end of the week, have the student write what went well and how talking felt.
Bring the summary to the next session.

Start a practice week

What the log is for

Three families of strategy

Fluency shaping changes how speech is produced overall: easy onsets, light contacts, stretched speech, pausing. Stuttering modification changes the moment of stuttering itself: a cancellation pauses after a stutter and says the word again more easily; a pull-out eases out of the stutter while it happens; a preparatory set plans an easy start before a feared word. Voluntary stuttering, stuttering on purpose, lowers fear and avoidance. Many students use a mix chosen with their speech-language pathologist.

Why situations matter

A strategy that works in the therapy room often fades in class or on the phone, where the pressure is higher. Logging the situation and how hard it felt shows when the student is ready to try a harder place, and keeps feelings about talking in view alongside counts.

Three titles, one log

The catalog listed a fluency strategy practice organizer, a stuttering modification practice log and a voluntary stuttering practice organizer. They are one week of practice, so one page holds all three. Records use a code, never a name, and stay in this browser.

Sources

Guitar, B. (2019). Stuttering: An Integrated Approach to Its Nature and Treatment (5th ed.). Wolters Kluwer.
Van Riper, C. (1973). The Treatment of Stuttering. Prentice-Hall. (Cancellation, pull-out and preparatory set.)
American Speech-Language-Hearing Association. Practice Portal: Fluency Disorders (asha.org/practice-portal).
Stuttering Foundation. Resources for teachers and families (stutteringhelp.org).
Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The log records practice of strategies chosen with a speech-language pathologist; it is not therapy and does not measure severity. Support: team@caveatacademic.com.