Assessment of Social Skills for Children with Autism (adapted)
- This checklist for school-age children was developed to drive intervention. It looks at the presence of skills and the generalization of the skill. Adapted from Kathleen Quill’s book, Do-Watch-Listen-Say.
- Autism Social Skills Profile
- A tool available in Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties to assist in identifying social skills deficits as related to three areas: social reciprocity, social participation/avoidance, and detrimental social behaviors.
- Autism Social Skills Profile
Behavior Assessment Scale for Children – 3rd Edition (BASC-3)
- A comprehensive set of rating scales and forms including the Teacher Rating Scales (TRS), Parent Rating Scales (PRS), and Self-Report of Personality (SRP). This assessment was created to help understand the behaviors and emotions of children and adolescents ages 2-21.
- Child Interview of Social Functioning
- A set of questions to be answered by the child that address social, emotional, interests/routines, and stereotypical behaviors. Available in Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties.
- Community Skills Needs Assessment
- This article from the Indiana Institute on Disability and Community discusses strategies to support community based instruction and includes a quick community skills needs assessment.
Devereux Student Strengths Assessment
- This assessment is a standardized, strengths-based measure of social and emotional competence of individuals in kindergarten through twelfth grade.
The Double Interview
- This informal assessment could be used to assess the social communication abilities of students ages 8 and over with high functioning autism. In this assessment the student is interviewed by a teacher or clinician then has the opportunity to conduct his or her own interview of the teacher/clinician using photos as cues. Available in Michelle Garcia Winner’s book Thinking About You Thinking About Me: Teaching Perspective Taking and Social Thinking to Persons with Social Cognitive Learning Challenge-2nd Edition; pages 217-225.
NEPSY-2 Social Perception
- The Social Perception domain includes the Affect Recognition and Theory of Mind subtests. The subcomponents of this domain include facial affect recognition and the ability to comprehend others perspectives, intentions, and beliefs (i.e., theory of mind). For individuals ages 3-16.
- Parent Interview of Social Functioning
- A set of questions for parents/caregivers related to social skills (i.e., social functioning, social communication, and interests) as they relate to the child. Available in Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties.
Pervasive Developmental Disorder Behavior Inventory (PDDBI)
- This tool can be used with individuals ages 18 months to 12 1/2 and is composed of both teacher and parent rating scales. Designed to assess both expressive and receptive social communication skills.
School Assessment Rating Scale for Asperger’s Syndrome
- This tool is designed to identify behaviors and abilities indicative of Asperger’s Syndrome in children in order to identify at risk students. This version has been modified to use with individuals in grades K-12.
School Social Behavior Scales and Home and Community Social Behavior Scales
- These assessments are for use with individuals in grades kindergarten through twelfth and provide a comprehensive look at an individual's social emotional strengths and risk behaviors in school, home, and community.
Social Communication Questionnaire (SCQ)
- The SCQ is a 41-item yes/no family/caregiver checklist that has very strong scientific support as a screening tool for school-aged children. The SCQ is best for children 4 years and older; it works best if the child has a developmental age of 2 years or older. May “miss” children who are very bright intellectually and have more subtle features; may also over-identify a child with significant developmental delays (and not ASD). There is some evidence it isn’t as effective for assessing girls as boys.
The Social-Emotional Assets and Resilience Scales
- This strength based assessment for individuals in grades three through twelve, measures common constructs that include responsibility, empathy, self-regulation, and social competence.
Social Responsiveness Scale (SRS)
- The SRS is a 65-item family/caregiver checklist designed to differentiate between ASD and other psychiatric conditions. The SRS provides norm-based scores that help you evaluate the person’s risk for actually having an ASD and also allows for development of symptom lists. There are separate tools for males and females. The SRS is a good choice for a screening tool if the team is trying to differentiate ASD from an emotional/behavioral disability.
Social Skills Improvement System (SSIS) Rating Scales
- For use with individuals ages 3-18, this assessment contains social skills, problem behaviors, and academic competence scales.
Structured Student Interview- Asperger Syndrome
- An informal informational interview used to elicit responses to help understand how an individual thinks about social information. Appropriate for individuals at a conversational level of communication.
- Super Skills Profile of Social Difficulty
- A rating scale designed to help identify gaps in skills necessary for successful social interactions among four areas: fundamental skills, social initiation skills, social response skills, and getting along. Available in the book Super Skills: A Social Skills Group Program for Children with Asperger Syndrome, High-Functioning Autism and Related Challenges.
Triad Social Skills Assessment, Second Edition
- Criterion-based assessment for individuals ages 6-12 that assesses knowledge and skills in three areas specific to social skills: (a) cognitive, (b) behavioral, and (c) affective.