Teaching · Speech & Language

One choice at a time, the same way every time.

Record how choices are offered, the student’s yes signal, the layout and pace, then log each message practiced. The summary shows accuracy, how long the student waits for the last item, and which partner habits still need work.

Start a scanning logWhat you get

The scanning log

One record per student and session. 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 session, the scanning setup, partner practices, every message practiced with accuracy, and adjustments to pace, layout and partner habits.
Who it is for
Speech-language pathologists who set up partner-assisted scanning, and the teachers, paraprofessionals and families who practice it with the student.
Format
Browser form used during or after practice. Several saved sessions per student; printed with the summary or as a blank log; CSV with one row per session or the messages 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.
one at a time, wait for yes
Drawn for this page. The partner offers each choice in turn and waits; the student’s signal marks the one they mean.

How to use it

  1. Start a record with the student’s initials or a code and the date.
  2. Describe how choices are offered and the student’s selection signal.
  3. Set the layout, items per list and seconds per item.
  4. Mark the partner practices, then log each message with trials and correct selections.
  5. Read the summary and adjust order, pace or partner habits.

Start a scanning log

What the log is for

How partner-assisted scanning works

For students who cannot point or touch reliably, a partner offers choices one at a time, by speaking them, showing them or both, and the student signals at the one they want. Consistency is what makes it work: the same order, the same cue words, the same wait, and a confirmation before acting.

Pace and layout

Long lists are slow: eight items at three seconds each is almost half a minute before the last one. Putting frequent choices first, grouping items into categories and including a choice for something else keep scanning quick and give the student a way to redirect the partner.

What this log is not

It does not assess the student’s access or choose a system; the speech-language pathologist and team do. Accuracy here describes practice with one partner on one day.

Sources

  1. American Speech-Language-Hearing Association, Practice Portal: Augmentative and Alternative Communication (access methods, partner-assisted scanning).
  2. Beukelman, D. R., and Light, J. C. Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, 5th edition (2020), chapter on alternative access.
  3. Light, J., and McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: a new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1 to 18.
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.324(a)(2)(iv) and (v) (communication needs and assistive technology).

The example student is made up. The log records practice; the speech-language pathologist sets the system and targets. Support: team@caveatacademic.com.