Children's Social Interaction Checklist

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Individual Social Skills Training
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Eye Contact and Interaction Always Sometimes Not Yet
Child makes eye contact with peers and adults when they are requesting interaction from the child.
Child makes eye contact when listening to directions.
Child makes eye contact when name is called.
Child uses eye contact and facial expressions together.
Child uses eye contact as a cue when attempting to engage others in interaction.
Child maintains conversational eye contact for the entire verbal interaction with peer or adult.
Child maintains eye contact and holds interest with a speaker in a group discussion or classroom setting for the length of the presentation.
Child retains information from a speaker in a group discussion or classroom setting.
Child chooses activities that include others over solitary activities.
Child engages in reciprocal activities with another child.
Child engages in reciprocal activities with an adult.
Child joins activities with others when invited.
Child chooses (unprompted/unfacilitated) to complete a game with another child.
Child chooses (unprompted/unfacilitated) to complete a game with a group.
Child chooses (unprompted/unfacilitated) to complete a multistep task.
Communication Always Sometimes Not Yet
Child uses a system to clearly communicate wants, needs, and ideas to others.
Chid uses sweet words and phrases when requesting something from peers and adults.
Chid uses a kind, polite tone of voice when communicating with others.
Child restates him- or herself when not understood and ask others to repeat themselves when he or she does not understand.
Child stays on topic when contributing to a group discussion in a classroom setting.
Child uses prompted phrases to initiate with others in a group setting.
Child uses prompts to make suggestions to peers during group activities.
Child makes positive suggestions to peers of original ideas during group activities.
Appropriate Body Behavior Always Sometimes Not Yet
Child chooses a positive, proactive affect in all social situations.
Child uses visual, verbal, and physical techniques to calm him- or herself in a conflict situation.
Child uses postive interactions and behaviors to get attention.
Child uses sensory input to gain and maintain control of emotional level.
Child respects personal space of  peers and adults.
Child utilizes sensory suggestions when needed without prompting.
Child uses appropriate levels of  movement and energy for different activities and environments.
Child has an appropriate response to different situations.
Play Always Sometimes Not Yet
Child allows expansion of repetitious play by a peer or adult.
Child wanders about and does not become involved in any activity. (Unoccupied play*)
Child plays alone, with no awareness of or involvement with other children. (Solitary play*)
Child watches others play without entering the activities. (Onlooker play*)
Child plays with similar objects clearly beside other children with slight acknowledgement of the others. (Parallel play*)
Child engages in unstructured interactive play with similar toys with other children. (Associative play*)
Child engages in structured group play with rules and goals. (Cooperative play*)
Child will invite a peer to play with him or her.
Child joins another child or group of children if asked in play, game, or activity.
Child asks to join another child or group of children in play by making a suggestion to add onto the game or activity.
Child follows a play theme until game or activity is finished.
Child demonstrates good sportsmanship in a game by cheering on a peer.
Social Awareness Always Sometimes Not Yet
Child will identify his or her own strengths and needs and those of his or her peers.
Child utilizes encouraging phrases and actions in games and activities with peers.
Child verbally demonstrates appreciation for others by using "please," "thank you," and apologies.
Child physically demonstrates appreciation for others by including others and sharing.
Child utilizes skills (organizing others, giving directions, listening to ideas, and encouraging participation) to lead a group.
Child remains on topic when contributing to a group discussion in a classroom setting.
Child respects personal space of peers and adults during a group activity.
Child demonstrates skills to maintain focus and attention in a group environment.
Child understands the various roles in a group and skills necessary to successfully work in each role.
Child asks for help when needed when he or she is not able to listen or attend.
Child will listen to others' ideas and show respect for them, even if the child may not agree.