Progress monitoring social skill goals can be tricky — especially perspective-taking goals! Anyone else feel this way? I find that planning and conducting social skill therapy is a lot easier than measuring and quantifying a student’s progress. Of course, I can “see” my students’ progress based on their performances, but having hard data to support my therapy is something that I am continually working on getting better at.
My Journey With Progress Monitoring Speech Goals
My two biggest professional goals over the past two years have been to improve my ability to write measurable goals and to improve on being more consistent with my data collection. It isn’t that I don’t understand how to write measurable goals or take data. My challenges stem from not having the time to make sure my goals are aligned with my students’ needs and are clear enough to measure in the real life therapy session, or to find the resources and materials to help me take data on student progress. The mixed group element always adds a nice new layer of distraction and overwhelm, too. Ha.
Tips For Improving Your Skills With Progress Monitoring
I have found the best way to get better at progress monitoring is to do the following:
- Learn from your other SLP colleagues. Ask others how they are doing it and try their suggestions to see what works for you.
- Set a professional goal. Write down your intention to get better at writing goals, data collection, and/or progress monitoring. Pick a specific disorder you want to improve on and only focus on that disorder until you feel more confident.
- Think through your goals and what they will look like in your session. Make sure your goals are clear and can be measured in a “real” session. Plan out how you will measure them (with a rubric, with a quick warm up before the main content lesson, during station rotations, etc.).
- Find resources and materials that will help you collect data. Have you ever written a goal and then realized that you have NO materials for that area of need? I have! I am not saying you shouldn’t write a goal in an area of need just because you don’t have materials, but as you are in that goal writing process, reach out to colleagues or your district for support with getting materials. Pinterest and TPT are always great places to start as well!
Resources To Help Progress Monitor Social Skill Goals
I wanted to share some tips and resources I have found for progress monitoring social skill goals. I highly recommend checking out Maureen’s Social Language Rubrics, and SLPtoolkit has great social pragmatic rubrics and goals too. When you are struggling to quantify the presence of a social skill, I would consider using a rubric to take data. I also have some social skill data sheets in my TPT store that may help with quantify skills you are observing during your lessons.
When I progress monitor students’ goals, I try to set up how many cues/prompts I will provide during that data collection period. This helps me not to over prompt and also shows me what level of progress they are making.
Example Goals For Perspective Taking In Social Skills Therapy
Provided a hypothetical social situation and/or real social situation, (student) will explain how others are feeling and/or thinking about (him/her) and share at least one way (he/she) can modify (his/her) actions, words, or body language with 80% accuracy and no more than (insert independence and/or prompting level) as measured by therapist observational data collection using a rubric and/or tally of opportunities over three sessions.
Provided a verbal story, photo scene and/or video clip, (student) will make at least 1 prediction about what the person may need to do next in the social situation with 80% accuracy (insert independence or prompting needed) as measured by informal data charting over three sessions.
Resources To Help Measure Perspective Taking Speech Goals
For my social skill students working on making social inferences and explaining the non-verbal clues, I will use Simon’s Cat videos from YouTube (FREE) as stimulus items to collect data. We watch a small portion of the video, then I pause it. I ask the student, “How is the cat or man feeling?” and then I ask “How do you know this?”. I take data on those two things separately and prompt as necessary.
If the student is working on making predictions, then I will pause the video and have them make a guess what might happen next and the clues that helped them come up with that prediction.
I create playlists on my YouTube channel, so that I don’t have to search for videos that I like to use in therapy. Here are the Spring themed Simon’s Cat Videos and here are my favorite Simon’s Cat videos. You can read more about how I use Simon’s cat videos in this blog post HERE.
You can use wordless short videos to do the same concept. Here is my YouTube channel playlist for some videos I use. If you have any great wordless short videos, hit reply and let me know (I always need more videos)!
I also use Google photos, Pixabay, or my social inference flipbook to take data on interpreting non-verbal social clues and making a social inference about what the person could be thinking.
Do you have some tools and resources that you use for progress monitoring social skill goals? I am always trying to get better with progress monitoring and would love to know what you have learned!
Was this helpful for you? Would you like to see more goals and how I try to take progress monitoring data? Let me know in the comments!