Social Interaction Data- Secondary Level
Student Name: _______________________________
Observer 1: ________________________ IOA: _______________
Class/Teacher: _______________________________
Observer 2: ________________________
Key:
 ML=Morning locker; F5= First five minutes of class; L5= Last five minutes of class; HT= Hallway transition; L= Lunch; AL= Afternoon locker
 Y= Yes
N= No
 Peer=a student that has the skills to serve as a good social and language model
 Quality of interaction:
1= inappropriate interaction/awkward interaction 2= neutral 3= fair-good interaction N= no response to interaction A= absence of interaction
Social Interaction is defined as:
Date:
Did a peer
initiate an
interaction
with student?
Did student
initiate an
interaction
with a peer?
Overall
quality of
interaction(s)
during the
time period
ML
F5
L5
HT
L
AL
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
N
N
N
N
N
N
A
A
A
A
A
A
Date:
Did a peer
initiate an
interaction
with student?
Did student
initiate an
interaction
with a peer?
Overall
quality of
interaction(s)
during the
time period
ML
F5
L5
HT
L
ML
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
N
N
N
N
N
N
A
A
A
A
A
A
Date:
Did a peer
initiate an
interaction
with student?
Did student
initiate an
interaction
with a peer?
Overall
quality of
interaction(s)
during the
time period
ML
F5
L5
HT
L
ML
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
N
N
N
N
N
N
A
A
A
A
A
A
Examples of interactions:
1= Inappropriate/awkward: Made mostly off topic comments, body position turned away from peer, engaged in a type of physical contact that is not appropriate
to the situation, refused assistance, made offensive or rude comments, etc.
2= Neutral: Response or interactions with peers were brief, made comments relevant to topic, body position somewhat towards peer, minimum eye contact, etc.
3= Fair/ Good: Showed positive emotions (e.g. smiling), eye contact, most comments made were relevant to topic, engaged in forms of physical contact that was
accepted by peer (e.g. hug, fist bump, high 5), offered or accepted assistance, back and forth interactions, reflected emotions of peers (e.g. engaged in empathy),
provided empathetic comments, etc.
Notes:
START Materials 2014
Instructions:



During the designated times (i.e. Arrival locker time, first 5 minutes of a class, hallway transition time, lunch time, and afternoon locker time), observe the
student, answer the three questions regarding social interaction by circling Y (yes) or N (no), and then rate the quality of the social interaction by circling
(i.e. A= absence of interaction, N= no interaction, 1= inappropriate/awkward, 2=neutral, and 3= fair/good).
Collect data 2-3 days across two consecutive weeks
After every third data point, analyze the data; determine if, when given the opportunity, social interaction, is occurring or is not occurring at a desirable
level; and then, based on your analysis of the data, develop a corresponding plan.
Data analysis:
Based on the past 3 data points, when student is given the opportunity to interact, social interaction:
Is occurring
at a desirable
level
Excellent! Keep current strategies in
place and when consistently at
desired level, begin to fade
intervention to be maintained by the
natural environment.
Is NOT
occurring at a
desirable
level
Conduct an
assessment
Social interaction is not occurring at
an acceptable level because:
 Peers don’t know how to engage with student
 No mediums of exchange (e.g. playing a game, listening to music, sharing)
 Student doesn’t know how to engage with peers
 No access to peers
 Adult prompting is interfering
Plan of action:









Increase general education access
Set up a peer to peer program
Identify student’s interest and use as a medium of exchange
Educate peers on student’s interest
Pair student with a peer of similar interests
Allow students to bring in items that might create interactions
Reduce adult interference and let students interact
Teach/retrain peers to pay attention, ask student questions, invite to join, give choices, tell them what they are doing
Other: ________________________________________________________________________________________
START Materials 2014