will use multiple ways to introduce him/herself to adults and peers.
will begin with a greeting (e.g., "hi.").
will state his/her own name and ask for the other person's name.
will state his/her own name and ask the other person to do something with him/her.
will state his/her name and tell something about him/herself.
will state his/her name and ask the other person to tell something about him/herself.
will participate in brief conversations with peers or adults.
will respond to a question by a peer or adult, continuing for ___ turns.
will respond to a comment by a peer or adult, continuing for ___ turns.
will distinguish appropriate/inappropriate times to begin a conversation.
will begin a conversation by asking a question, continuing for ___ turns.
will begin a conversation by commenting upon something in the environment, continuing for ___ turns.
will begin a conversation about a common experience or assignment, continuing for ___ turns.
will offer relevant, original responses during a conversation for ___ turns.
will participate in a brief conversation without interrupting the other people.
will decide when it is necessary to end a conversation and why.
will end a conversation by explaining why it has to end (e.g., need to listen to teacher).
will distinguish appropriate/inappropriate ways to end a conversation.
will demonstrate body language and expressions that show respect, disrespect, empathy, impatience.
will begin, continue, and end conversations in a friendly way.
will learn/use the following friendship skills: (e.g., joining in, playing a game, suggesting an activity).
will describe or identify circumstances when it is important to use the skill:
will repeat the steps in the skill:
will recognize the steps being used when others role play using the skill:
will role play use of all steps in using the skill:
will use all steps of the skills in a controlled simulation led by an adult in the school.
will be observed using the skill effectively in a naturally-occurring situation at school.
will self-report/evaluate times when s/he used the skill in a naturally occurring situation.
will develop and implement a plan for making and keeping friends.
will describe and give examples of behaviors that strengthen/weaken friendships.
will describe his/her own strengths/weaknesses with making friends.
will identify situations that most commonly interfere with his/her attempts to make and keep friends.
will develop strategies/plans for addressing personal difficulties with making friends.
will self-report attempts to implement strategies/plans and their outcomes.
will revise friendship plans, as necessary.
will express/explain satisfaction with the status of his/her friendships.