Clinical Skills Confidence: Articulation Carryover

EEEKKK...carryover. I think it might be the most difficult aspect of articulation therapy. Why?! It requires students to take responsibility for their speech and self-monitor, which can be very difficult for some of our kids. I posted back in February about an idea for carryover that is loosely based on the game Red Rover, Red Rover. Check that out (and grab your freebie) HERE!

I've approached this skill in many a different way in the hopes of finding something that works more often than not. Alas, all kids are different; therefore, not all of them respond to the same things! Some ways that I have tried include:

1. When we first start this skill, I take a session to teach students to be aware of my speech and listening for errors. I purposely make errors to see if they can catch me. 

2. I give a number of coins (usually 10 to start with) and taking one if I hear a mistake. Usually, I start this by reaching slooooooowly towards the coin, giving the student ample time to correctly produce the word. After we've been doing it awhile, I'm less forgiving and also provide them with less coins to start with.

3. We record a narrative sample and then listen to it. I have the student count how many errors he/she made. This is more difficult to do in group sessions though.

4. The student and I agree on a nonverbal cue that I will use if I hear a mistake. Some have included tapping the table or touching my ear. I find this often works well at the beginning stages. I like that it is nonverbal, because a parent/teacher can incorporate this into daily interactions when they hear mistakes. Older children get tired of hearing someone verbally correct them all the time, so they like that this involves no talking! 

How do you work on carryover for articulation?