Social Cues Probe
Progress Monitoring Probe
Reading the Room: Social Cues
Score (Teacher Use)
_____ / 5 (_____%)
Name:
Date:
Probe #:
MP:
Directions: Read each real-world scenario carefully. Pay close attention to the tone of voice, facial expressions, and body language described. Circle the best answer for Questions 1–3, and write complete responses for Questions 4–5.
1
Between classes, Maya’s binder slips and papers scatter across the hallway floor. A classmate, Jordan, walks past, glances down, and says in a flat, drawn-out voice, “Oh, nice job. Really smooth,” without slowing down to help.
Based on Jordan’s tone of voice and actions, what is Jordan most likely communicating?
A. Genuine admiration for how Maya handled the situation.
B. Sarcasm, teasing, or mild annoyance rather than actual praise.
C. Confusion about where Maya’s next class is located.
D. Eagerness to stop and help Maya organize her binder.
2
During a biology lab, you are enthusiastically explaining your plan for the experiment to your partner, Devon. Devon takes a step back, crosses his arms tightly over his chest, looks toward the classroom door, and gives short one-word replies like “Sure” and “Okay.”
What do Devon’s non-verbal cues and brief responses most likely indicate?
A. He is excited about your idea and wants to hear more details right away.
B. He is feeling uncomfortable, disengaged, or hesitant to share his opinion.
C. He completely agrees with your plan and has no questions at all.
D. He is waiting for you to speak louder so he can hear you better.
Reading the Room: Social Cues (Page 2)
Name:
3
At lunch, you ask your friend Priya if she is excited about the varsity game this Friday. Priya forces a quick, tight-lipped smile, avoids eye contact, and looks down at her phone while saying, “Yeah, totally.”
What is the most accurate way to interpret Priya’s mixed verbal and non-verbal cues?
A. Her words say yes, so her facial expression and eye contact do not matter.
B. She is thrilled about the game and is checking her phone for ticket times.
C. Her body language suggests she may actually be stressed, upset, or not excited.
D. She is angry at you specifically and does not want to sit near you.
4
Before third period starts, you are joking around with your classmate Leo. At first Leo laughs, but after your third joke about his new haircut, he stops smiling, exhales loudly, turns his shoulders away from you, and says quietly, “Can we just drop it?”
Identify one verbal/vocal cue and one non-verbal cue Leo used. Then explain what Leo is communicating and what you should do next.
Reading the Room: Social Cues (Page 3)
Name:
5
You are volunteering at a community event. Your supervisor, Ms. Carter, raises her eyebrows, leans forward slightly, and says in a brisk, firm voice, “Hey, the line is backing up at the check-in table—can you jump over there right now?”
What does Ms. Carter’s combination of facial expression, posture, and tone of voice communicate about the situation, and how should you respond?
Quick Final Check Before Turning In
1. Multiple Choice
Did you select one clear answer for Questions 1, 2, and 3?
2. Both Cue Types
In Question 4, did you name both a verbal cue and a non-verbal cue?
3. Next Steps
In Questions 4 and 5, did you explain how to respond appropriately?
Social Cues Answer Key
Teacher Scoring & IEP Data Guide
Reading the Room: Answer Key
Mastery Target
4 / 5 (80%) • 3 of 4 Probes
IEP Goal Alignment
Given direct instruction in social skills and communication, the student will recognize and appropriately interpret common verbal and non-verbal social cues (tone of voice, facial expressions, body language) in real or imagined situations with 80% accuracy (4/5) in 3 out of 4 opportunities across 2 consecutive marking periods.
Item-by-Item Answer Key & Scoring (1 Point Each)
Q1
B
Tone of Voice (Sarcasm): A flat, drawn-out delivery of “nice job” paired with walking away signals sarcasm/annoyance, not genuine praise.
Q2
B
Body Language & Distance: Stepping back, crossed arms, looking toward the door, and one-word replies indicate discomfort, disengagement, or hesitation.
Q3
C
Facial Expression & Mixed Cues: A forced, tight-lipped smile and avoided eye contact contradict “Yeah, totally,” signaling stress, upset, or lack of excitement.
Q4
Constructed
(1 pt)
Exemplar: Verbal/vocal cue: quiet tone or saying “Can we just drop it?” (or loud exhale). Non-verbal cue: stopped smiling or turned shoulders away. Meaning: Leo is annoyed/uncomfortable and wants the jokes to stop. Next step: Apologize briefly, stop joking, and change the subject or give space.
Scoring: Award 1 pt if student identifies at least 1 valid cue AND accurately states Leo wants the joking to stop / appropriate next step.
Q5
Constructed
(1 pt)
Exemplar: Raised eyebrows, leaning forward, and a brisk, firm tone communicate urgency and seriousness (not anger). Appropriate response: Acknowledge quickly (e.g., “On it!”) and move promptly to the check-in table.
Scoring: Award 1 pt if student recognizes the urgency/priority AND describes a prompt, cooperative response.
Administration Notes
- Read directions and scenarios aloud if reading fluency is an IEP accommodation.
- Allow oral dictation for Questions 4–5 if written expression is a barrier.
- Do not prompt or cue specific facial/vocal details during administration.
Marking Period Data Log
| Probe |
Date |
Score |
Met (80%)? |
| #1 |
|
/ 5 |
Y / N |
| #2 |
|
/ 5 |
Y / N |
| #3 |
|
/ 5 |
Y / N |
| #4 |
|
/ 5 |
Y / N |
