Teaching · Speech & Language

Right in speech.
Right in class.

The SLP sets each target, teachers tap what they hear during the day, and the graph shows whether the sound is carrying over to class, lunch and home. Student codes only; everything stays in the browser.

Open the tracker What you get

$19one-time · every device you sign in on

Buy · $19

Included with Caveat Classroom and Whole-school licenses. Or get it in the Speech & Language toolkit, $79 for 72 items.

The tracker

Load the example data to see six made-up weeks for R-07, whose /r/ is strong in the therapy room and catching up in class.

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What you get

Teaching · Speech & Language$19

What you finish with: For each student code and target sound: logs from every setting, a week-by-week graph of accuracy in the therapy room, classroom, lunch and home, a carryover criterion checked per setting, and a printed cue card that tells a teacher what to listen for and how to respond.
Who it is for: School speech-language pathologists and SLP assistants, the classroom teachers and staff who hear students during the day, and families who log practice at home.
Format: Browser tool for a phone, tablet or laptop; the tally buttons are sized for a phone in one hand. Printable cue cards and graphs, a .csv of logs, and an export file that merges logs from other devices.
Access: $19 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. Student codes and logs stay in the browser where they are typed; nothing is sent to Caveat. Codes or initials only, never names.
Where it lives: The Speech & Language space in Caveat Teaching.
Support: Questions, a correction or a request: team@caveatacademic.com.

How to use it

On Students and targets, add a student code and a target: the sound, the positions in words, the level and the signal you have agreed with the teacher.
Print the teacher cue card and hand it over with a short explanation.
On Log, pick the setting and tap Heard it right or Missed it as you listen, then save. Teachers on their own devices export a file for you.
Import their files (logs merge, nothing is overwritten), then open Carryover to see each setting week by week against your criterion.

Open the tracker

How carryover is counted

What counts as an opportunity, how weeks are pooled, and what the criterion means.

Counting

An opportunity is one word with the target sound in a target position, said at the target level (words, phrases, sentences or conversation). Accuracy is correct ÷ opportunities.
Each week (Monday to Sunday) pools every log in a setting: total correct ÷ total opportunities, so a log of 20 counts more than a log of 4.
The gap compares a setting's latest week with the therapy room's latest week. Generalization is the gap closing.
The criterion (80% across the last three logs in a setting, by default) is a common convention for calling a sound generalized in a setting. Set it to match the student's IEP goal; the team decides what meeting it means.

Words and cues

The cue-card word lists cover 17 targets, from /s/ and /r/ to the voiced and voiceless /th/ and s, r and l blends, by position. Every word was checked at build time against the Carnegie Mellon University Pronouncing Dictionary so the sound really is in the stated position: house ends in /s/, nose ends in /z/, ocean has /sh/ in the middle. Vocalic /r/ (as in bird and car) is its own target, separate from /r/ before a vowel.

The teacher's routine is deliberately light: a pre-agreed signal, one correct model, specific notice of correct productions, and no drilling in front of classmates. Carryover practice works best when the people the student talks with every day know the target and respond the same way.

Sources

American Speech-Language-Hearing Association. Speech Sound Disorders: Articulation and Phonology (Practice Portal). asha.org. Generalization across settings and people as part of treatment, and collaboration with teachers and families.
Bernthal, J. E., Bankson, N. W., and Flipsen, P. (2022). Speech Sound Disorders in Children: Articulation and Phonological Disorders (9th ed.). Plural Publishing. Levels of production (words to conversation) and the generalization and maintenance phases of treatment.
Williams, A. L., McLeod, S., and McCauley, R. J. (Eds.) (2021). Interventions for Speech Sound Disorders in Children (2nd ed.). Brookes. Treatment approaches and how generalization is measured.
Carnegie Mellon University Pronouncing Dictionary (cmudict), CMU Sphinx project. Used only at build time to check the position of the target sound in each practice word; not reproduced.

Classroom and home data for the team, not an assessment or a diagnosis, and not a substitute for the speech-language pathologist's own probes. Student codes and logs are saved only in the browser where they are entered; follow your school's rules for keeping student records. The example students and logs are made up. Support: team@caveatacademic.com.

Right in speech.Right in class.