It is easy to get percentages of correct and incorrect productions at the word and structured phrase level. When articulation students move to reading paragraphs aloud and using spontaneous speech, I find figuring percentages nearly impossible. At that point, I change the way I collect data. Instead of counting all correct and incorrect productions to get a percentage, I simply count the number of times the student makes an error on a target sound. Goals are written to reflect this change; for example, “Joe will correctly produce (target sound) when (reading aloud/answering open-ended questions/conversing,) with no more than (X number of) prompts within a 30-minute session, maintained over 6 consecutive weeks.”
When a student gets to this level, self-monitoring is paramount, so I involve the students in tracking their own performance. Students get a “How Low Can You Go?” scorecard to keep in their speech folder. I explain that, unlike most sports and games in which the high score wins, scoring on this sheet is similar to golf – the lower the score, the better. We could simply make tally marks, but it is so much more fun when we use hand-held tally counters, available from Amazon for under $2 each. The students find this very motivating!
Moving to this level of data collection represents significant progress in therapy, something the students have to earn. And when they do, they love it! Rather than competing with each other, the students see their progress on their chart and work hard to beat their own scores. This data is then used to justify dismissal when goals have been met.
You can download the “How Low Can You Go?” scorecard from my TPT Store. I hope this works for your students! It sure does work for mine!