Social Insight Survey Form
Social Insight Survey
Teacher Observation & Feedback Form
Student Name
Teacher / Subject
Date
Setting (e.g., Classroom, Lab, Gym)
Purpose & Instructions
This survey is designed to help us understand the student's current social dynamics within the school environment. Your observations are vital in developing effective support strategies. Please rank the student's frequency of the following behaviors on a scale of 1 to 5.
Social Skill Observation
1: Never 2 3: Sometimes 4 5: Always
1. Initiates peer interactions appropriately during unstructured time (e.g., transitions, hallway).
1
2
3
4
5
2. Participates effectively in small group academic activities and collaborative tasks.
1
2
3
4
5
3. Corrects behavior based on non-verbal cues (e.g., facial expressions, body language) from others.
1
2
3
4
5
4. Maintains appropriate personal space during social interactions or while waiting in line.
1
2
3
4
5
5. Transitions between activities without significant social distress or conflict with peers.
1
2
3
4
5
6. Demonstrates turn-taking and sharing of resources (e.g., computers, lab equipment).
1
2
3
4
5
7. Advocates for social or sensory needs in a way that is respectful and clear to others.
1
2
3
4
5
8. Responds appropriately when a peer expresses a differing opinion or disagreement.
1
2
3
4
5
Additional Qualitative Observations
Social Strengths (When does the student succeed socially?)
Social/Academic Challenges (e.g., specific triggers, group work difficulties, or communication barriers)
Social Support Strategies Cheat Sheet
Social Support Strategies
Classroom Accommodations for Autistic Learners
"Effective social support is not about changing the student, but about adjusting the environment and providing the necessary scaffolding for meaningful interaction."
Small Group Work
- Assigned Roles: Provide clear, written descriptions of roles (e.g., Note-taker, Time-keeper) to reduce ambiguity.
- Pre-Planned Pairs: Partner the student with peers who are patient, clear communicators, and social models.
- Mini-Breaks: Allow for "social breaks" during long collaborative sessions to prevent sensory overload.
Communication
- Direct Language: Avoid idioms, sarcasm, or vague instructions. Say exactly what is expected.
- Visual Cues: Use visual timers or checklists to represent abstract concepts like "10 minutes left" or "the order of steps."
- Wait Time: Allow extra time (5-10 seconds) for the student to process verbal requests before repeating.
Classroom Environment
- Seating Choice: Position the student where they can easily see the teacher but are not in high-traffic or noisy zones.
- Predictable Routines: Post a daily agenda. Give verbal and visual warnings (e.g., "5 minutes") before any transition.
- Calm Down Space: Identify a designated "quiet zone" the student can access when feeling overwhelmed.
Social Scaffolding
- Social Scripts: Provide sentence starters for common social tasks like "asking for help" or "joining a group."
- Private Feedback: Discuss social errors privately. Focus on the expected behavior rather than the mistake.
- Personal Space: Use visual boundaries (like floor tape or "bubble" concepts) to help define appropriate distance.
Remember
Consistency is key. When these strategies are applied across different classes and environments, the student can build a stronger sense of safety and predictability, which is the foundation for social growth. Share these observations with the support team for ongoing planning.
