Neurodivergent Affirming Social Skills Assessment for Upper Elementary

This student centered, social skills interview is designed to be neurodivergent affirming in that it acknowledges the fact that clients are the expert of their own experiences. Thought provoking and reflective questions help students think about and determine their own areas of social skill focus rather than telling them what they need based on neurotypical expectations. This activity is designed not to "fixed" their skills, but to help them identify areas that they want to work on and improve.

This informal social skills assessment and reflection interview is designed for students in the upper elementary age (from approximately ages 8 and up). Students will get interviewed by an educator to help them begin the self-reflection process and help them start thinking about their social skills or can complete the interview independently if appropriate. Students are asked both open ended questions and are asked to select statements that best describe their skills. Help students have more autonomy in their social skills learning and set their own goals. Some students will struggle to reflect on their own social skills but this activity is intended to be the beginning of a process where students learn to think back and reflect on their skills and take an active role in improving social awareness and social skills. This activity works well for initial assessment, goal setting discussions and for measuring progress.