PRAGMATIC SKILLS CHECKLIST Client Name: BASIC SKILL a Dept: 1. Eye contact 2. Understands parameters of personal space. 3. Appearance, 4. Uses volumetintonation appropriate to situation '5, Uses appropriate greetings and closures. 6, Inilates making requests, asking fo information/help, 2s needed. 7. Initiates topics during conversation 8, Maintains topic 9, Tumtakin. 10, Effective istening INTERMEDIATE SKILL 1. Uses relevant context in interactions, 2, Terminates interactions appropriatoly. '3, Recognizes diference between humor and serious interactions, “4. Uses humor appropriately. 5, Receives feedback in appropriate manner 6. Makes and maintains friendships with peers. 7. Diseloses information applicable to the situation. ADVANCED SKILL 1, Responds appropriately to subtle or nonverbal communication, 2, Initiates using subtle or nonverbal communication 3, Able to judge appropiate length of response or intaracton. 4, Recognizes, expresses, and responds appropriately to a vanety of ‘emotions and stations. ‘5, Has a realitic view ofthe way others perceive him/hor. ‘Can take others perspective and react accordingly. Total Score = 80-100% of the time 60-80% of the time 40-80% of the time 20-40% of the time 1 2 3 4 5 = 0-20% of the time paar)LESSON 1&2 Responds appropriately to subtle/nonverbal communication. ‘A. Have clients identify various forms of subtle/nonverbal communication such as invading personal space, hinting you want to terminate a conversation, touching inappropriately, and sarcasm. These can be modeled and interpreted, video taped and watched, played through charades, identifying on DVD's. B. Have clients consciously use subtle/nonverbal communication for various scenarios. Can begin by handing out communication ideas (such as “I've got to go") and have clients act them out using only nonverbal communication. C. Discuss situations where you would use subtle and/or nonverbal communication, i.e., trying to quiet people in church; when someone is being too loud next to you in the restaurant; when you're asked to comment on a controversial issue, that you disapprove of something someone is saying. Need to incorporate body language, facial expressions, tone of voice. D. Role play how to express various situations involving subtle, nonverbal communication as well as how to react to these situations, i.e., tapping someone under the table and the person responds, “Why are you kicking me?" as opposed to stopping what they're saying.LESSON 3 Able to judge appropriate length of response or interaction. A. With clients, make a list of signs that someone may be thinking the other person is talking too much, not letting the other person speak, does not know when the other person wants to end the conversation, ete. B. Have the therapist and/or clients play act situations involving inappropriate interactions and have clients evaluate what aspects of the social situation make it uncomfortable or inappropriate, i.e., someone looking at their watch while you're talking, someone getting up from their desk and walking toward the door; someone trying to interrupt while you're speaking. Can use vide tapes from shows good as. well as bad C. Role play, using video tape when necessary, both negative and positive interactions. Exaggerate situations, then get more subtle; evaluating client's abilities each time. ADVANCED SOCIAL SKILLSLESSON 4 Recognizing, expresses, and responds to a variety of emotions and situations A. Have clients make a list to identify emotions associated with different situations. Then, identify situations and have clients verbalize what emotions these would elicit. B. __ Video tape various emotions - include verbal and nonverbal, have clients identify what they see; can do individually or with a group. - Demonstration and Guidance C. Role play, using video taping as feedback, responses to different emotional situations from others, i.e., anger, sarcasm, rudeness. - Feedback - Practice what to do, how to react as well as how not to react. *Can use TV shows which show “bad” reactions, behavior. LESSON 5 Has a realistic evaluation of the way others perceive him/her. ‘A. Have clients list strengths/weaknesses in themselves. May start by having therapists disclose these things about themselves, have clients feel morecomfortable. B. If clients are unable to list, have therapists and others give feedback, review any feedback from past video tapes. C. Roleplay ways they can change the negative way others perceive them; can be a group effort with suggestions given from therapists and clients, using video feedback as well. LESSON 6 Can take others’ perspective and react accordingly. 4. Pros Cons Make a list of situations, then the pros and cons for each. 2. Identify conflict situations at home, at work, with children, friends. Try to list all sides of the situation, from each person's perspective. 3. Debate two sides of an issue, have everyone take a turn with both. 4, Roleplay an interpersonal conflict, letting each person give their point of view, withthe other person concentrating on taking the other person's view into account and compromising.DEFINITIONS FOR PRAGMATICS SKILLS CHECKLIST Eye contact -Is the amount of eye contact within normal iis? No excesive string, lack of any eye contact, no roling of ey. Understands parameters of personal space. - Stance st proxy appropiate fr the station Le, doesnot stan to lose a evanger does rot touch others {So ofr orl hrehe ovearas’ (8. hugging sangers wears ang. make-up ol flebve 6 testa, ean, wears dean ches, coms a te) ‘Aapearance,- groomed and dressed otin with te stato (8, not wescng hgh heels ogo tothe gym. oF shorts and a ank op to a wedding). {Uses volumaintonation epproptiats to suaton,- Does not speak to loudly softy. taking ike secount ay physical defits tua mey pact his (ie. ering brciems: vocal fa gystuncion, lone af vote i pleasant nck rude, condescencing.seeaste). Uses acpropate resins and osures,- Knows how a sat itaton in varying contexts 28 wel as how io end a conversation, Inotes mating recuesis, ashing for iformaton nel, 98 needed, able odo these hinge in euch a mannar ato not cause others to become ead, sot ‘Samanding, doce not ask Torrebp when fi not He6s6a aso he break in conversation, makes eye contac before mtartyptng. Intates topics during conversation, - Able te Generate new infomation to conte the conversation, nroduce related topics, and prow information, Manuains tia. 1 abe osiay one toric being cecuseednotbe tangent, change topics abrpty, nor have her own opicoconversabonwihout conssenng “Turmtaking,- Able to ake tums in varous anvrcnments, knows how and when tointeruptn social aozeplale manoet can wa una beak in converseton ‘Binet can read cues fom cers about whens Hef Etfecivetsterina -Acvly stens whenciners retaking, using properbodyangiage ie, eve contact acknowledging tough neds): payeclse tention rect Esck pavapiases, ane obtane creation when needed INTERMEDIATE SKIL Uses etevant conte in interactions, - sale to give information perbnent to whalis being discussed aa well as brie the conversation Doss not ing UP ones ‘outof fe Bue snows what to share win ofers understands taboo sujet “Teminatesintraconsapetoprately-Knowshow anduhento slop a conversation; des nt Inger cn when tether partes ‘osng the conversation, trough does notwak of wehout Recomtizesdifeence between humor and seriusiniracon-I¢ ele o dlsingisha situation s serous, aking no account he pragma factors ae eng Soishats sous ond what snot Uses humor aporotn,- Does not use humor serious stuatons, abe to know when else should use humor, doesnot laugh excessWel r make jokes at ‘ers expense. Recehves feedback in appropiate mancer-Is able to handle inputtrom ters in.a manner at tsthe stuaton, does notbecome physcally oc verbaly appressive, ‘iarawn, every env can igh a rmisakos Hakos and mainsnsWiendehipe win peers, - Has ongoing relalonships with others, shares information, shows empathy and caring, notes contact, ack ‘Sgocernty, not sly saad Discloes information applicable tthe station. -Does nol disclose foo mich oro ie nfermation, ne vera, ak fait spt an ADVANCED sku tneceatsandveaponds soppttey to sub or nonverbal communicaton.-Isabletorpet cil expresions, neat vce, bey language inferential spec, SASSER Siosranaiy Con afterentateDebreon mule meaning words. nats ving sue or nonverpl communication. - Can communist ina socily acceptable manner ging information othe Hstaner hough body angvaae, as Sprecdons tne of voce, 6 wel as dec! speech act ‘tie to dge appropiate length of respante orintracton,-Reaizes when cers are tying to ena conversation irpats what others are expecting from the ‘erat, kaows when fo pause, sop taking. eingush the conversation. Recognizes, excesses. and ropaey to verity ot emotons and tusten, Does not have problems with emotora iby anger management Fae Stee ae Soa sana ei ale scowiedge er emolons (e. coesrottaughat appropriate times) Uses asseriveconmmuncatn ses, asa vel aw of the way ohers perosive hiner. =a ot ove confident abou hiner abies, can entity issues regarcng hemselves nat others S66, [SSIs Scans tht con avenginewweninesnas an donty how aes foe! about hom Cantate ones perspective accord Is ale to listen o oer, integrate the formation, ake the oer peszn's plato view, ad aus thei Borevor es nected