# PWR-139 — Verbal fluency: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 27 min reading and worksheet pass Difficulty: Intermediate Equipment: Basic stationery or digital tools — a timed but low-pressure category or letter retrieval task.; A tally sheet for valid unique items, repeats, rule breaks, long pauses and chosen communication mode.; A visible pause or no-timer option for learners for whom timed speech changes the task. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson uses a low-pressure word-retrieval task to teach clustering, deliberate switching and repair. Fluency here means producing valid, comprehensible items under a declared rule. It is not an intelligence test, a clinical screen or a demand to speak quickly. Target outcome: The learner completes two one-minute category trials, identifies useful clusters and reduces repeats or rule breaks on a new category. ### Authority and setup conditions - Prepare two familiar, emotionally neutral word categories with written answer rules and an optional one-minute timer - Before the first verbal fluency attempt, write the exact result you will score: Accuracy, comprehensibility, repair, turn completion and audience understanding in the declared communication mode. - Choose categories with at least three obvious subgroups and no clinical scoring norms. - Decide whether spoken, signed, typed or AAC output is being measured and keep that mode constant. ### Required or supplied materials - a timed but low-pressure category or letter retrieval task. - A tally sheet for valid unique items, repeats, rule breaks, long pauses and chosen communication mode. - A visible pause or no-timer option for learners for whom timed speech changes the task. ## 1. Write the rule Name the category, time or turn limit, allowed forms and what counts as a repeat or rule break. Read the rule aloud or in the chosen mode. Why: A clear rule separates retrieval performance from scoring disputes. Success check: A second person could score the same list from the written rule. Accessible alternative: Complete the same research action — “Name the category, time or turn limit, allowed forms and what counts as a repeat or rule break. Read the rule aloud or in the chosen mode.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A second person could score the same list from the written rule.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Take a calm baseline Produce items for 60 seconds or twelve turns without coaching. Mark the exact order, repeats, rule breaks and pauses longer than five seconds. Why: An uncoached list reveals the current retrieval pattern before strategies change it. Success check: The original sequence and all errors remain visible. Accessible alternative: Complete “Produce items for 60 seconds or twelve turns without coaching. Mark the exact order, repeats, rule breaks and pauses longer than five seconds.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The original sequence and all errors remain visible.” Allow spoken, signed, typed, eye-gaze or AAC responses, extra response time and a visible subgroup map; compare only trials using the same mode and timing rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Find natural clusters Draw brackets around runs from the same subgroup, such as farm animals, pets or sea animals. Name any useful subgroup that was not used. Why: Related items can cue one another and reduce random searching. Success check: The baseline contains labelled clusters and at least one unused subgroup. Accessible alternative: A supported, seated, reduced-range or slower version of “Draw brackets around runs from the same subgroup, such as farm animals, pets or sea animals. Name any useful subgroup that was not used.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The baseline contains labelled clusters and at least one unused subgroup.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Switch after a stall On the next trial, stay with a subgroup while items arrive, then switch after one long pause or two repeats. Say or point to the new subgroup cue. Why: A deliberate switch restarts search without turning every word into a frantic category change. Success check: Each switch follows the written stall cue and moves to a different subgroup. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Accessible opening check for Verbal fluency: A second person could score the same list from the written rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Repair invalid items After the trial, cross out repeats and rule breaks, then replace each with one valid item found through a named cluster. Do not add replacements to the timed score. Why: Post-trial repair teaches the rule without falsifying the measured attempt. Success check: Every invalid item has a valid, clearly unscored replacement. Accessible alternative: Complete “After the trial, cross out repeats and rule breaks, then replace each with one valid item found through a named cluster. Do not add replacements to the timed score.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Every invalid item has a valid, clearly unscored replacement.” Allow spoken, signed, typed, eye-gaze or AAC responses, extra response time and a visible subgroup map; compare only trials using the same mode and timing rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Test a new category Use a matched new category and the same limit. Count valid unique items, repeats, rule breaks and long pauses separately. Why: A new category tests the retrieval method rather than memory for the old list. Success check: The new score reports accuracy and error counts, not words per minute alone. Accessible alternative: Complete “Use a matched new category and the same limit. Count valid unique items, repeats, rule breaks and long pauses separately.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The new score reports accuracy and error counts, not words per minute alone.” Keep usual aids for Verbal fluency; record each support inside the verbal fluency setup. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Explain the boundary State one feature that improved and one communication skill this task did not test, such as conversation repair or audience understanding. Why: Bounded interpretation prevents a word-list exercise from becoming a claim about global fluency. Success check: The conclusion names both an observed change and a non-tested ability. Accessible alternative: A supported, seated, reduced-range or slower version of “State one feature that improved and one communication skill this task did not test, such as conversation repair or audience understanding.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The conclusion names both an observed change and a non-tested ability.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.