Predictor Implementation School/District Self-Assessment

DIRECTIONS: For each characteristic of the predictor below rate the
Degree of Implementation and the Evidence of Implementation.

The Predictor Implementation School/ District Self-Assessment (PISA) is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. The predictor categories listed have been extracted from high quality correlational research including students with disabilities. The operational definitions and essential program characteristics were derived from experts in the field through a Delphi study (Rowe et al., 2014).


Social Skills Predictor

Operational Definition: Social skills are behaviors and attitudes that facilitate communication and cooperation (e.g., social conventions, social problem-solving when engaged in a social interaction, body language, speaking, listening, responding, verbal and written communication).

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Characteristic 1 of 10: Integrate social skills instruction across the curriculum (e.g., general education and community).
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Characteristic 2 of 10: Use a direct instruction curriculum to teach communication, interpersonal, conversational, negotiation, conflict, and group skills in context.

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Characteristic 3 of 10: Provide opportunities for students to practice communication, interpersonal, conversational, negotiation, conflict, and group skills in context.

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Characteristic 4 of 10: Assist students to use problem-solving skills when difficult interpersonal situations arise in context.

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Characteristic 5 of 10: Provide parent and school staff information and training in supporting age-appropriate social skill development for their child, taking into consideration the family’s cultural standards.

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Characteristic 6 of 10: Use augmentative communication (AC) and assistive technology (AT) devices to encourage communication for students who use AC/AT.

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Characteristic 7 of 10: Use ecological assessments to identify the social skills students will be expected to perform in each context.

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Characteristic 8 of 10: Provide opportunities for students to practice social skills that foster authentic social interactions that foster the development of friendships.

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Characteristic 9 of 10: Teach students to self evaluate their use of social skills in the appropriate context.

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Characteristic 10 of 10: Teach students the social expectations for various environments (e.g., church, school, work, recreation).

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