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Strategies and Documentation of Classroom Interventions

Speech Sound Productions/Articulation

Student: ________________________________________________ Birthdate: _______/_______/_______

School: ___________________________________ Teacher: ______________________ Grade: _____________

Target Sounds: ________________________________________________________________________________

Articulation Interventions: **When helping, use the sound that is being targeted, not the letter and do not add a vowel
to the end of the sound** (“llll” not “ell” or “llllu”).

If the student can imitate the sound(s) correctly in one of 6 or 7 tries when modeled in isolation or in a word:
1. Say the misarticulated word, phrase, or sentence with emphasis on the target sound, then, ask the student to
repeat it.
2. From a provided list of words, select 5 words that the student can imitate.
3. Then, practice saying these words.
4. Practice saying a target sound while reading aloud.
5. If you have a student who is able to say the sound correctly some of the time when they know an adult is
listening, set up a non-verbal cue with that child to let them know that you are listening (i.e., a tap on the
shoulder before you call on the student to read aloud, etc) and provide a visual cue to encourage self-correction
(a questioning look or hand cupped behind ear as if to indicate “I didn’t hear you.”)
6. Circle/highlight/mark target sounds on a selected reading passage to increase sound awareness during oral
reading.
7. Provide a choice between the inaccurate production given by the student and the accurate production (i.e. “Did
you say su or shoe?”)
8. Other:____________________________________________________________________________________
_________________________________________________________________________________________

Date of Intervention # Data Collection Total Correct

Intervention (Correct: 1, +, ✓, etc.; Incorrect: 0, -, ✗)

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Comments:

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Articulation: Each articulation intervention corresponds to the research-based intervention below from (source) Durham Public Schools Plan of Care.
1. Phonemic approach
2. Phonemic approach, Paired stimuli approach
3. Phonemic approach, Controlled practice
4. Self-monitoring strategies
5. Self-monitoring strategies
6. Controlled practice, Guided practice
7. Auditory discrimination training
Note: Teacher-provided interventions for articulation are designed to reinforce phonemes that are already present and correct in some word positions and therefore
considered emerging.