PK, K-2Percent accuracy
Name basic emotions in photos of people
Naming basic emotions in others
By the annual IEP review date, given 10 photos of children in everyday situations showing happy, sad, mad, or scared, and a choice board of 4 emotion symbols, the student will name or point to the emotion that fits the person in each photo independently with at least 80% accuracy on emotion photos, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
PK, K-2Opportunities
Notice when a classmate is sad or hurt
Noticing a peer who is upset
By the annual IEP review date, during free play, centers, or the playground, when a nearby peer cries, falls, or shows they are upset, the student will respond to the upset peer by going over, asking "Okay?", bringing a comfort item, or telling an adult independently in at least 3 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.
PK, K-2Percent accuracy
Match emotions to simple story situations
Emotions from situations
By the annual IEP review date, given 10 short spoken situations with a picture (such as "It is her birthday", "His block tower fell down"), and a board of 4 emotion symbols, the student will choose or name the emotion that fits the situation independently with at least 70% accuracy on story situations, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
PK, K-2Opportunities
Pick what a peer likes for them
Others have different likes
By the annual IEP review date, during a snack or play game, after a peer or puppet has said which of 2 items they like, when the adult asks the student to give that person one, the student will give or name the item the other person said they like (not the student's own favorite) independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
K-2, 3-5Percent accuracy
Name a character's emotion and the clue
Character emotions and clues
By the annual IEP review date, given 10 picture-book pages or short story events at the student's listening level, with an emotion word bank, the student will name the character's emotion and one clue from the words, picture, or situation that shows it independently with at least 80% accuracy on story events (emotion and clue both given), in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
K-2, 3-5Percent accuracy
Tell an accident from on purpose
Accident or on purpose
By the annual IEP review date, given 10 short illustrated or video scenarios of peer mishaps, half accidental and half deliberate, the student will say whether the peer did it by accident or on purpose and name one clue (such as what they said, what they did next, or what happened before) independently with at least 80% accuracy on peer mishap scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
K-2, 3-5Opportunities
Check on a classmate who seems upset
Checking on an upset peer
By the annual IEP review date, during class, recess, or lunch, when a nearby classmate cries, says they are upset, or sits apart after something went wrong, the student will check on the classmate by asking if they are okay, offering help, saying something kind, or telling an adult independently in at least 3 of 4 opportunities, on 3 of 4 observed weeks, as measured by direct observation collected weekly.
K-2, 3-5Percent accuracy
Predict how a peer will react
Predicting reactions
By the annual IEP review date, given 10 short scenario cards about everyday actions (such as cutting in line, sharing a snack, knocking over a tower), read aloud, the student will predict the other person's likely reaction and emotion and say one reason independently with at least 80% accuracy on action scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
K-2, 3-5Percent accuracy
Explain what someone who missed it thinks
What others know (false belief)
By the annual IEP review date, given 10 short acted-out or illustrated stories in which one character misses an event (such as an object being moved), the student will say what the character who missed the event will think or do and why independently with at least 70% accuracy on missed-event stories, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
K-2, 3-5, 6-8Percent accuracy
Name emotions from tone of voice
Emotions from tone of voice
By the annual IEP review date, given 10 recorded sentences with neutral words (such as "We're going now") said in happy, sad, angry, or worried voices, the student will name or choose the emotion the speaker's voice shows independently with at least 80% accuracy on recorded voice samples, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
K-2, 3-5Percent accuracy
Name what a place expects people to do
Expectations of a setting
By the annual IEP review date, given 10 photos of school places (library, cafeteria, gym, hallway, assembly, office) and asked what people usually do there, the student will name 2 expected things people do in each place (such as the voice level or how people move) independently with at least 80% accuracy on school place photos, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
K-2, PKOpportunities
Notice when a peer wants a turn
Noticing a peer's wants in play
By the annual IEP review date, during centers or recess with shared materials, when a peer waits nearby, reaches for an item, or asks for a turn, the student will notice the peer's signal and respond by offering a turn, saying "after me" or "in a minute", or asking "Do you want a turn?" independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.