Fluency and self-advocacy for high school
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How to run it
- Start by asking what situations matter most to the student this month, like class presentations.
- Practice the student's chosen strategy and a short self-advocacy statement they can use if they want to.
- Rehearse a short presentation or answer, then reflect on what felt good.
What to track
- Record strategy use and the student's own ratings of ease and confidence.
- Note situations the student chooses to try and how they went.
Make it easier or harder
- Easier: Practice the presentation in short sections, or with only the clinician present.
- Harder: Add listeners, questions from the audience, or a timed task.
Home practice
Agree with the student on one presentation, phone call or class answer to try with the strategy.
General ideas for planning, not a treatment plan. Your assessment data and clinical judgment decide what fits each student.
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