One of the biggest questions I get when talking about 5-minute speech is:
“Okay, but how do you know which students it works for?”

Honestly? When I first started, I didn’t. I read the research, tried it out, and made plenty of adjustments along the way. What I found is that this model can be incredibly effective, but only when it’s the right fit.

Over the years, I’ve figured out the patterns and learned to trust my gut a little more. So if you're wondering who actually benefits from this model (and who probably won’t), here’s what I’ve learned after 5+ years of using it in real school settings.

The students who thrive in 5-minute speech

This model works best for:

Students with single sound errors
Students working on phonological processes (especially cycles)
Students who are stimulable for their target sounds
Students who struggle to stay engaged in longer sessions
Students who need consistent practice to carryover sounds into connected speech

In my experience, this model is especially successful with kindergarten through 5th grade students who are ready to move beyond sound elicitation and into structured practice.

When a student can already produce the sound in some contexts, 5-minute speech gives them high-frequency, low-pressure reps that help build automaticity and carryover, without giving them time to get distracted or shut down.

**What makes someone not a good fit?**

This part is just as important. If a student:

Is not stimulable for the target sound
Needs lots of visual, tactile, or verbal cues for every attempt
Has multiple disabilities that require more individualized or longer interventions

…then the 5-minute model probably isn’t going to cut it. These students often need more time and support than a short, structured burst can provide, and that’s okay. Traditional sessions still have a place, and always will.

My quick gut-check for new referrals

If I’m trying to decide if a student is a good fit for 5-minute speech, here’s what I ask myself:

Can they already say the sound in isolation or simple syllables?
How many sounds or processes are they working on?
Do they get bored or lose focus in long sessions?
Are we in the “just need reps” or carryover stage of therapy?

If the answer is yes to most of those, it’s usually worth trying 5-minute speech. Worst case, I adjust later.

What about transitioning back to traditional therapy?

I’ll be honest, I’ve never had to do that. Once I’ve placed a student in the 5-minute model, they’ve stayed there because it worked. I usually start when they’re already stimulable and ready for short, consistent practice, so I haven’t had to walk it back.

That said, I’m always monitoring. If a student stopped making progress, I’d absolutely re-evaluate whether the model was still serving them, but so far, that hasn’t happened.

The bottom line

5-minute speech is about doing what works best for the student in front of you. When the fit is right, this model can lead to faster progress, better carryover, and fewer behavior issues because students are in and out before they lose focus.

But it’s not one-size-fits-all. And it shouldn’t be.

My advice? Start with students who are stimulable and ready for reps. Give it a few weeks. Watch the data and the engagement. You’ll know pretty quickly if it’s a fit, and once it clicks, you won’t want to go back.