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Preschool Pragmatic Skills Checklist UPDATED

Preschool Pragmatic Skills Checklist UPDATED
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*NEW / UPDATED:
The 2016 Preschool School Age Pragmatic Checklist has been updated to align with the ASHA practice portal documents “Components of Social Communication” and “Social Communication Benchmarks” (see links below). These documents help SLPs to not only determine the presence of a suspected disability based on developmental expectations, but to help write goals along a developmental continuum.

Important:
*This checklist is meant to be used along with a full language battery in order to determine additional and/or contributing areas of language deficit.
*This checklist can be given to students in preschool through Kindergarten
*This checklist requires at least one other rater to complete the Observer checklist (preferably the classroom teacher)
*If you are working with a student who is non-verbal or has limited expressive language, please refer to the Preverbal Skills Checklist which helps identify and monitor the progression of skills (cognitive prerequisites, social prerequisites, expressive language and receptive language) along a developmental continuum through the verbalization of two word phrases.

Instructions:
*Answer each area by asking “Does the student ___________? Is the student able to _________”
*The SLP will complete this form AFTER observing the child AND receiving back Observer's Checklist.
*Scoring is based on information from ALL observers.

*Scoring:
0 = not an area of concern
1 = inconsistent difficulties with this skill noted across observers
2 = consistent difficulty with this skill

Writing Goals:
Writing goals can be based on each area of social communication. For example, Given 5 probes targeting social communication in the area of social cognition, Sally Student will increase respond to 4 out of 5 probes using “I think____” or “I feel ____” statements with minimal or occasional prompts in a structured setting as measure by therapist rubric by the end of the IEP period.

A rubric works well for writing measurable goals that can show progress over time.
Example
4 = skill not present or observed
3= emerging/limited demonstration of target/0-40%
2 = demonstration of target with visual or verbal prompts/40-60%
1 = demonstration of target with minimal or occasional prompts/60-80%
0 = independent demonstration of target/80% and above in structured setting

http://www.asha.org/uploadedFiles/ASHA/Practice_Portal/Clinical_Topics/Social_Communication_Disorders_in_School-Age_Children/Social-Communication-Benchmarks.pdf

http://www.asha.org/uploadedFiles/ASHA/Practice_Portal/Clinical_Topics/Social_Communication_Disorders_in_School-Age_Children/Components-of-Social-Communication.pdf
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