Teaching · Speech & Language

How a student talks with adults, and how that changes with peers.

Mark ten social language skills twice, once for adults and once for classmates. Many students manage with patient adults and struggle at the lunch table. The summary shows the skills that are rare with both, the ones that change with the partner, and what to keep in mind before deciding anything.

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Included with Caveat Classroom and Whole-school licenses. Or get it in the Speech & Language toolkit, $79 for 72 items.

The screening organizer

One screening per student. Use initials or a code, never a name. The grid takes arrow keys and the letters u, s, r and n. The example is made up.

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What you get

Teaching · Speech & Language$12 · included with Classroom and Whole-school licenses

What you finish with
For each student, a grid of ten social language skills with adults and with peers, the sources, the student’s view and the outcome, with a summary of the skills rare with both, the gaps between partners and the cautions.
Who it is for
Speech-language pathologists, special education teachers, school psychologists and counselors screening social communication in kindergarten to grade 12.
Format
Browser organizer with a keyboard grid. Several saved records; printed with the summary or as a blank paper form; CSV with one row per student; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Speech & Language toolkit ($79) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Speech & Language space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
Drawn for this page. Social language is how talk is shared: turns, topics and noticing when the listener has moved on.

How to use it

  1. Start a record with the student’s initials or a code, and tick where your information comes from.
  2. Note any cultural or language background that shapes how the student talks.
  3. Mark each skill with adults and with peers. Use Not seen when you have had no chance to see it.
  4. Ask the student whether making or keeping friends is hard, and write down what they say.
  5. Choose the outcome and add an example or two exactly as you saw them.

Start a screening

What the screening is for

Why two columns

Adults adjust to a student: they wait, repeat and stay on the student’s topic. Classmates do not. A student who does well with adults and rarely with peers is common, and the gap is often the most useful thing a screening shows.

Culture shapes social language

Eye contact, how close people stand, how turns are taken and how directly people ask for things differ between communities. A screening should compare a student with the expectations of their own community as well as the school’s, and never treat a cultural difference as a disorder.

Not a diagnosis

The grid has no norms and does not show autism, social communication disorder or any other condition; an evaluation by a team does that. Records use a code, never a name, and stay in this browser.

Sources

  1. American Speech-Language-Hearing Association. Practice Portal: Social Communication Disorder (asha.org/practice-portal).
  2. Adams, C. (2005). Social communication intervention for school-age children: Rationale and description. Seminars in Speech and Language, 26(3), 181–188.
  3. Prutting, C. A., and Kirchner, D. M. (1987). A clinical appraisal of the pragmatic aspects of language. Journal of Speech and Hearing Disorders, 52(2), 105–119 (background; no items are used here).
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.300(a) (consent for initial evaluation) and 300.304(c)(1) (assessments free of racial or cultural discrimination).
  5. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The screening has no norms, gives no score and does not diagnose autism, a social communication disorder or any other condition. Support: team@caveatacademic.com.