School Age Pragmatic Skills Observation Checklist

Speech-Language Pathologist Checklist

Student: _________________________________________ Teacher/Grade: ____________________

Date Observed: ___________________________________ SLP/SLT: _____________________________

Administration:
 The student MUST be observed by at least 2 different observers (in addition to the Speech Therapist). This could include
the parent, teacher, administrator, and/or guidance counselor.
 The student MUST also receive a full language battery assessment in order to rule out other difficulties with language as
contributing factors.
 The SLP/SLT will complete this form AFTER observing the child AND receiving back the two additional observations. Then
the SLP/SLT scores this checklist and formulates a final analysis 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
Language Conversation Interpersonal skills Higher order thinking General social skills
at school in a school setting
0 0 Adjusting language 0 0 Answering 0 “Going with the
Following/giving appropriate to the Taking turns, waiting inference questions flow”/ being
1 1 1 1 1
directions listener or situation, for turn (Ex.”Why do you flexible with
2 2 use of respectful 2 2 think ____?”) 2 unexpected
language changes
0 Using/understanding 0 0 0 Sequencing skills 0
humor and/or figurative Interrupting skills Participating in a (what happens, Following rules
1 1 1 1 1
language group (raising hand, first, next, last) (posted or
2 2 2 contributing, etc.) 2 2 implied)

0 0 0 0 0
Using/responding in Small talk, chit-chat, Interacting with peers Prediction skills (Ex. Organizing self,
1 1 1 1 1
complete sentences initiating appropriately ‘What do you think space and
2 2 conversation, 2 2 will happen next?”) 2 materials
0 Expressing and/or 0 Listening for 0 0 0 Setting goals,
labeling feelings and meaning in Asking for permission Understands fact plans ahead,
1 1 1 1 1
emotional states conversation vs. opinions establishes
2 2 2 2 2 priorities
0 0 0 0 Paraphrasing and 0
Agree/disagree using Awareness/self- Using appropriate summarizing Solving problems
1 1 1 1 1
appropriate language monitoring own physical contact information into independently
2 2 social skills 2 2 their own words 2

0 Using/understanding 0 0 0 Understanding 0
non-verbal language Conversational turn Knowing how and points of view Controlling
1 1 1 1 1
(body language, tone of taking when to ask for help and/or the impulses
2 voice, gestures, etc.) 2 2 2 perspective of 2
others
0 Use of non-specific 0 0 0 0
vocabulary/filler words Topic maintenance Active listening in Understanding of Making
1 1 1 1 1
(um, ya’ know, stuff, like) class or in a group main idea decisions,
2 2 2 2 2 accepts
responsibility
0 Written language skills 0 0 0 0
for organization, syntax, Matching emotion Difficulty with new or Understanding of Working
1 1 1 1 1
vocabulary, generating in conversation novel tasks/situations cause vs. effect independently
2 ideas and content are 2 2 2 2
appropriate for grade
0 0 0 0 0 Respecting
Provides a relevant Speaking with Using negotiation to Difficulty others’ personal
1 1 1 1 1
verbal response to brevity/getting to get needs/wants met comparing and items/personal
2 questions 2 “the point” 2 2 contrast 2 space
Total: Total: Total: Total: Total:
______ out of 18 ______ out of 18 ______ out of 18 ______ out of 18 ______ out of 18
Area of Strength Area of Strength Area of Strength Area of Strength Area of Strength
Area of Concern Area of Concern Area of Concern Area of Concern Area of Concern
(50% or greater) (50% or greater) (50% or greater) (50% or greater) (50% or greater)

Overall Summary:
Normal Developmental (there are only a few random skills that are developing/emerging)
Mild deviation (50% or greater in only one column)
Moderate deviation (50% or greater in 2-3 columns)
Severe deviation (50% or greater in 4-5 columns)
Angie Neal, M.S. CCC-SLP
Speech-Language Pathologist
 School Age Pragmatic Skills Observation Checklist
Observer Checklist

Student: _________________________________________ Teacher/Grade: ____________________

Date Observed: _____________________ Observer: ____________________________________________

parent teacher other
Directions:
Circle “yes” if this behavior is a concern that you have observed (ex. “child has difficulty with ______” = yes)
Circle “no” if this behavior is not a concern
Each box should have either “yes or no” circled

Language Conversation Interpersonal skills Higher order thinking General social skills in
at school a school setting
Adjusting language Answering “Going with the
Yes Following/giving Yes appropriate to the Yes Taking turns, Yes inference Yes flow”/ being
directions listener or situation, waiting for turn questions flexible with
No No use of respectful No No (Ex.”Why do you No unexpected
language think ____?”) changes
Using/understanding Sequencing skills
Yes humor and/or figurative Yes Interrupting skills Yes Participating in a Yes (what happens, Yes Following rules
language group (raising first, next, last) (posted or
No No No hand, No No implied)
contributing, etc.)

Yes Using/responding in Yes Small talk, chit-chat, Yes Interacting with Yes Prediction skills Yes Organizing self,
complete sentences initiating peers (Ex. ‘What do you space and
No No conversation, No appropriately No think will happen No materials
next?”)
Yes Expressing and/or Yes Listening for Yes Yes Yes Setting goals,
labeling feelings and meaning in Asking for Understands fact plans ahead,
No
emotional states No
conversation No
permission No
vs. opinions No
establishes
priorities
Paraphrasing and
Yes Agree/disagree using Yes Awareness/self- Yes Using appropriate Yes summarizing Yes Solving problems
appropriate language monitoring own physical contact information into independently
No No social skills No No their own words No
Yes Using/understanding Yes Yes Yes Understanding Yes
non-verbal language Conversational turn Knowing how points of view Controlling
No
(body language, tone of No
taking No
and when to ask No
and/or the No
impulses
voice, gestures, etc.) for help perspective of
others
Yes Use of non-specific Yes Yes Yes Yes
vocabulary/filler words Topic maintenance Active listening in Understanding of Making
No
(um, ya’ know, stuff, like) No No
class or in a No
main idea No
decisions,
group accepts
responsibility
Yes Written language skills Yes Yes Yes Yes
for organization, syntax, Matching emotion Difficulty with new Understanding of Working
No
vocabulary, generating No
in conversation No
or novel No
cause vs. effect No
independently
ideas and content are tasks/situations
appropriate for grade
Yes Yes Yes Yes Yes Respecting
Provides a relevant Speaking with Using negotiation Difficulty others’ personal
No
verbal response to No
brevity/getting to No
to get No
comparing and No
items/personal
questions “the point” needs/wants met contrast space
Additional Notes:

Angie Neal, M.S. CCC-SLP

Speech-Language Pathologist
 School Age Pragmatic Skills Observation Checklist
Observer Checklist

Student: _________________________________________ Teacher/Grade: ____________________

Date Observed: _____________________ Observer: ____________________________________________

parent teacher other
Directions:
Circle “yes” if this behavior is a concern that you have observed (ex. “child has difficulty with ______” = yes)
Circle “no” if this behavior is not a concern
Each box should have either “yes or no” circled

Language Conversation Interpersonal skills Higher order thinking General social skills in
at school a school setting
Adjusting language Answering “Going with the
Yes Following/giving Yes appropriate to the Yes Taking turns, Yes inference Yes flow”/ being
directions listener or situation, waiting for turn questions flexible with
No No use of respectful No No (Ex.”Why do you No unexpected
language think ____?”) changes
Using/understanding Sequencing skills
Yes humor and/or figurative Yes Interrupting skills Yes Participating in a Yes (what happens, Yes Following rules
language group (raising first, next, last) (posted or
No No No hand, No No implied)
contributing, etc.)

Yes Using/responding in Yes Small talk, chit-chat, Yes Interacting with Yes Prediction skills Yes Organizing self,
complete sentences initiating peers (Ex. ‘What do you space and
No No conversation, No appropriately No think will happen No materials
next?”)
Yes Expressing and/or Yes Listening for Yes Yes Yes Setting goals,
labeling feelings and meaning in Asking for Understands fact plans ahead,
No
emotional states No
conversation No
permission No
vs. opinions No
establishes
priorities
Paraphrasing and
Yes Agree/disagree using Yes Awareness/self- Yes Using appropriate Yes summarizing Yes Solving problems
appropriate language monitoring own physical contact information into independently
No No social skills No No their own words No
Yes Using/understanding Yes Yes Yes Understanding Yes
non-verbal language Conversational turn Knowing how points of view Controlling
No
(body language, tone of No
taking No
and when to ask No
and/or the No
impulses
voice, gestures, etc.) for help perspective of
others
Yes Use of non-specific Yes Yes Yes Yes
vocabulary/filler words Topic maintenance Active listening in Understanding of Making
No
(um, ya’ know, stuff, like) No No
class or in a No
main idea No
decisions,
group accepts
responsibility
Yes Written language skills Yes Yes Yes Yes
for organization, syntax, Matching emotion Difficulty with new Understanding of Working
No
vocabulary, generating No
in conversation No
or novel No
cause vs. effect No
independently
ideas and content are tasks/situations
appropriate for grade
Yes Yes Yes Yes Yes Respecting
Provides a relevant Speaking with Using negotiation Difficulty others’ personal
No
verbal response to No
brevity/getting to No
to get No
comparing and No
items/personal
questions “the point” needs/wants met contrast space
Additional Notes:

Angie Neal, M.S. CCC-SLP

Speech-Language Pathologist
 Angie Neal, M.S. CCC-SLP
Speech-Language Pathologist