Comprehensive Social Skills Assessment

Student: __________________________ Date: ____________________

Skill Area: Mand/Request

Targets Steps Non-Existent Emerging in Most of the Mastered

**With peers** certain Time
situations
For items With words
With sentences/
varied phrases
With adjectives
For assistance Varied phrases
Varied
situations
Varied stimuli
Offers
assistance to
peer
For a person to To give
do something something
To move
To stop
To come
For attention With an object
(“Look at this”)
With an action
(“Watch me”)
To start a
conversation
To join in an
activity already
in progress
Wh questions Where
Who
What
Which
How
When
Why
Initiates social About things
questions they care about
About others
About events

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 Comprehensive Social Skills Assessment

Skill Area: Conversation

Targets Steps Non-Existent Emerging in Most of the Mastered
**With peers** certain Time
situations
Reciprocates Stmt/ stmt
social Offers comment
information 2 statement
exchange
Responds to
compliments
Reciprocates
compliments
Speaking Asks question
following
reciprocation
statement
Responds to
changes in
conversational
topic
Uses transition
phrases to
change
conversation
topics
Differentiates
when to ask a
question &when
to reciprocate
information
Makes subtle
comments to
peer’s stmts
Initiating Initiates
comments about
objects
Initiates topic for
conversation
Initiates
conversation
Offers personal
information
Offers
information
about events
Joins
conversation

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 Comprehensive Social Skills Assessment

Targets Steps Non-Existent Emerging in Most of the Mastered

**With peers** certain Time
situations
Inferring Relates
experiences to
peer
Responds to
peer’s
comments
about personal
states
Expresses
empathy
Acknowledges
similarities or
differences
between self
and peer
Makes
comments
based on peers’
interests
Defends peer
Gestures Responds to
peers gestures
Demonstrates
appropriate
non-verbal
behavior when
listening to peer
Demonstrates
appropriate
non-verbal
behavior when
speaking to
peer
Responds to
non-verbal cues
of listener

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 Comprehensive Social Skills Assessment

Skill Area: Attending

Targets Steps Non-Existent Emerging in Most of the Mastered

**With peers** certain Time
situations
Looks at items In peers hand

In various
positions
Takes items

Gives items Non-specific

Specific

Body facing When

speaker instructed by
adult
When name is
called
When peer is
talking
When talking to
peer

Skill Area: Receptive

Targets Steps Non-Existent Emerging in Most of the Mastered

**With peers** certain Time
situations
Follows peers’ 1-step simple
directions 1-step complex
1-step from a
distance
2-step
Barrier games –
follows
directions
Go get 1 item
2 items
Gives item To a location

To a person

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 Comprehensive Social Skills Assessment

Skill Area: Tact/Label

Targets Steps Non-Existent Emerging in Most of the Mastered

**With peers** certain Time
situations
Labels items for
peers
I have

I see

Reciprocal About objects

information
Barrier Games – Simple (1-2
gives directions steps)
Complex (3+
steps)

Skill Area: Intraverbal

Targets Steps Non-Existent Emerging in Most of the Mastered

**With peers** certain Time
situations
Greetings Reciprocates
greetings
Initiates
greetings
Answers “How
are you?”
Asks “How are
you?”
Answers Social ques
questions What
Where
Who
When
Why
How
Misc. Delivers
messages stated
by peer
Plays guessing
game

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 Comprehensive Social Skills Assessment

Skill Area: Imitation

Targets Steps Non-Existent Emerging in Most of the Mastered

**With peers** certain Time
situations
1-step gross Sitting
motor imitation Standing
From a distance
Peers’
vocalizations
Imitation with Common
objects activities
Flexible
imitation (any
action, any
object)
2-step imitation Gross motor
imitation
Imitation with
objects
Block imitation 3 block
structure
5 block
structure
Copies art 1 step
project
2 step

3 step

Novel Learns new

responses by
observing peer
(verbal)
Learns new
responses by
observing peer
(non-verbal)

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 Comprehensive Social Skills Assessment

Skill Area: Play

Targets Steps Non-Existent Emerging in Most of the Mastered
**With peers** certain Time
situations
Plays beside a Time on task
peer
Copies peer Imitates
complex play
Responds to
peer’s gestures
Turn taking Takes turn
Gives turn
Waits
Indicates turn
Comments on
own turn
Comments on
other person’s
turn
Interactive play Plays games
with peers
Invites peer to
join play activity
Follows play
related
directions
Makes play
initiation stmts
Shows toy items
to peer
Comments
about play
activities
Comments
about play bx of
peer
Directs play task
Allows peer to
direct play task
Uses assertive
language
Offers
alternative play
activity

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 Comprehensive Social Skills Assessment

Targets Steps Non-Existent Emerging in Most of the Mastered

**With peers** certain Time
situations
Pretend play Plays pretend
games alone
Pretends with
peer
Pretends to be
teacher or
student
Initiates
pretend play
with peer
Time on task

Initiates Play Approaches

peer for play
Asks to join play
activity
Asks permission
of peer to play
with peer’s toys
Responds to
refusals

Assessment developed by: Shayna Gaunt, MA, BCBA

Adapted from:

Partington, J. W. The assessment of basic language and learning skills-revised (the ABLLS-R) Publisher:
Pleasant Hill, CA : Behavior Analysts, 2006. Autistic children -- Education.

Sundberg, Mark L. VB-MAPP Verbal Behavior Milestones Assessment And Placement Program: A
Language And Social Skills Assessment Program For Children With Autism Or Other Developmental
Disabilities : Guide. Concord, CA : AVB Press, 2008.

Taylor, B. A., & Jasper, S. (2001). Teaching programs to increase peer interaction. In C. Maurice, G.
Green, & R. M. Foxx (Eds.), Making a difference: Behavioral intervention for autism (p. 97–162). PRO-
ED.

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