Tele-Collaboration in Speech and Hearing Sciences: Social Communication


Prevalence Questionnaire:
for Professionals

Social Communication Model
Behaviors | Cognitive | Language | Processing

Prior to completing this questionnaire,
please read the Disclaimer and Research Consent Explanation.

Note: As you are completing this questionnaire, you may be unclear about some of the terminology. Click on any highlighted word and you will be provided with a brief definition.
Are you a Teacher Teacher’s Assistant Speech-Language Pathologist Physical Therapist Occupational Therapist School Psychologist Other
In which country do you currently reside?
Current work setting: schools hospital/medical setting private practice university other clinical setting unemployed
Years as a Professional: 1-5 6-10 11-15 16-20 21+
Comfort level in assessing social communication problems in school age children:
very comfortable somewhat comfortable not comfortable
Comfort Level in treating social communication problems in school age children:
very comfortable somewhat comfortable not comfortable
Educational preparation for working on social communication problems:
very well-prepared somewhat prepared not prepared

Have you observed children you believe to have social communication problems exhibiting difficulty with any of the following behaviors? No Yes-Infrequently Yes- Often Don’t Know
Difficulty entering a peer group.
Difficulty collaborating.
Difficulty offering help.
Difficulty asking permission.
Difficulty waiting turn.
Difficulty telling the truth.
Difficulty explaining behaviors.
Difficulty negotiating with peers.
Difficulty making and keeping friends.
Have you observed any of these children exhibiting any of the following specific peer conflicts? No Yes-Infrequently Yes- Often Don’t Know
Child wants something that another child has.
Child wants to do something that another child is doing.
Child and friend disagree about doing something, wanting something.
Child and friend disagree about something that happened.
Friend takes something from child.
Friend does something child was about to do.
Friend does something different than child wants to do.
Friend rejects child.
Friend teases child.
When do these peer conflicts primarily occur? No Yes-Infrequently Yes- Often Don’t Know
During classroom free time.
During classroom cooperative activity.
During classroom study time.
During classroom silent reading.
During classroom discussion.
During computer time.
During recess.
During lunch.
During assembly.
During P.E./Gym.
During transition between periods.
When children with social communication problems have difficulty interacting with peers, what do their behaviors look like? No Yes-Infrequently Yes- Often Don’t Know
Socially Appropriate and Polite
Hostile/Coercive
Assertive
Passive
Adult Seeking
Irrelevant

 

Have you observed any of the following social cognitive deficits exhibited by children with social communication problems? No Yes-Infrequently Yes- Often Don’t Know
Encode/Interpret Cues
Difficulty interpreting social cues.
Difficulty speculating why an event occurred.
Difficulty knowing what to do next in social situations.
Difficulty appreciating beliefs, ideas and knowledge of others.
Decreased attention for environment in general.
Difficulty attending to relevant cues.
Decreased awareness of peer activities.
Inappropriate focus on self-chosen activity.
Clarification of Goals
Difficulty formulating and pursuing goals involving others (e.g., Being first in line at the water fountain.).
Difficulty formulating and pursuing internal state goals (e.g., feeling happy; avoiding embarrassment).
Response Strategies
Difficulty selecting effective responses/strategies for:
     a. Entering a group
     b. Resolving conflicts
     c. Maintaining play
Difficulty using alternative responses/strategies in solving dilemmas.
Difficulty understanding consequences of decisions.
Difficulty having necessary behaviors to perform competently.

 

Have you observed any of the following language deficits exhibited by children with social communication problems? No Yes-Infrequently Yes- Often Don’t Know
Lack of variety in vocabulary.
Limited production of mental state verbs (think, know, believe, wonder).
Limited production of emotion words (like, hate, confused).
Limited production of complex syntactic forms (relative clause).
Limited production of temporal and/or causal conjunctions (although, because).
Difficulty in providing clear referents for pronouns.
Difficulty stating topics.
Difficulty maintaining topics.
Difficulty asking the right questions for needed information.
Difficulty providing significant and sufficient information.
Difficulty being polite.
Difficulty taking turns.

 

Have you observed any of the following processing deficits exhibited by children with social communication? No Yes-Infrequently Yes- Often Don’t Know
Difficulty planning for future activities, tasks or situations.
Difficulty inhibiting competing or irrelevant responses.
Difficulty analyzing situations before acting.
Difficulty staying engaged with a task for appropriate length of time.
Difficulty altering approach when confronted with failure.
Difficulty adjusting to different styles of interaction and instruction.
Difficulty managing task-induced anxiety.
Difficulty holding own ground when arguing a point of view.
Difficulty using self-talk, or speech of another person, to control behavior.
Difficulty managing and directing social interactions.
Difficulty solving problems by coordinating or adapting several pieces of information.

   

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