Social Skills Self-Assessment Worksheet & Student Behavior Chart

Description

Some students understand that they should be kind and respectful but still have difficulty recognizing how their behavior affects other people throughout the day. A student may take turns successfully during one activity but interrupt, argue, dominate a conversation, or respond unkindly during another.

This Social Skills Self-Assessment worksheet and student behavior chart gives students a structured way to think about their interactions across different classes, activities, or time periods. Students rate their own social behavior, identify what supported positive interactions, and choose an area they can improve.

Instead of relying only on adult correction, students begin learning to notice patterns in their own behavior and take a more active role in building positive social skills.

Social Skills Self Assessment for Students

Students use three smiley-face ratings to describe how they interacted with others:

• I was kind and respectful
• I struggled a little
• I had trouble being kind

These choices give students room to recognize that social behavior can vary throughout the day. A student may interact respectfully during a structured lesson but struggle during group work, recess, lunch, transitions, or other less-structured activities.

Reviewing the completed chart can help the teacher and student identify when positive social interactions are easier, which situations are more difficult, and where additional teaching or support may be needed.

Define Kindness and Respect Before Using the Chart

“Be kind” and “show respect” are broad expectations. Students cannot accurately monitor those skills unless they understand what the words mean in the situations being tracked.

Before introducing the chart, identify the specific social behaviors the student is working on. Depending on the student and setting, kindness and respect might include:

• Taking turns during conversations and activities
• Listening while another person is speaking
• Using an appropriate voice and tone
• Responding without insulting or teasing others
• Sharing materials or space when expected
• Including others in group activities
• Disagreeing without becoming disrespectful
• Recognizing when another person appears uncomfortable
• Repairing a situation after making a mistake

The goal is not to require identical social behavior from every student. Expectations should reflect the student’s communication needs, developmental level, culture, setting, and individualized goals.

Build Positive Social Interactions Through Reflection

At the end of the tracking period, students respond to two questions:

• What helped me have positive interactions today?
• How can I improve my friendships and social interactions?

These prompts help students connect their behavior with specific strategies and outcomes. A student might recognize that waiting before speaking, choosing a different seat, asking for help, taking a break, or using calmer language helped an interaction go more successfully.

The second question encourages students to choose a practical next step. Rather than receiving another general reminder to “make better choices,” the student can identify a specific behavior to practice during the next school day.

An optional teacher-notes section provides room for brief feedback, observations, or encouragement.

How to Use the Social Skills Self Assessment

1. Enter the classes, activities, or time periods the student will monitor.
2. Define what kind and respectful behavior looks like in each setting.
3. Teach the student how to use the three ratings accurately.
4. Have the student select a rating after each activity or scheduled check-in.
5. Review the completed chart with the student.
6. Discuss patterns, useful supports, and one realistic goal for improvement.

The chart can be completed independently or reviewed with an adult during check-in/check-out, counseling, social-skills instruction, or an individual behavior-support meeting.

Teachers may also compare the student’s ratings with their own observations. Differences can become a starting point for discussion rather than an argument over whose rating is correct.

When This Social Skills Worksheet Is Most Helpful

Self-monitoring is most useful when the student has already been taught the expected social behavior and can demonstrate it with some level of support. If the student does not yet understand the expectation, cannot read the relevant social cues, or does not know what to do instead, direct instruction should come first.

This chart can then help the student practice recognizing when and where they are using the skill independently.

The completed worksheet provides student-reported information that may support:

• Social-skills instruction
• IEP and 504 Plan goals
• MTSS and RTI interventions
• Behavior intervention plans
• Check-in/check-out routines
• Counseling and behavior-support meetings
• Student reflection and goal setting
• Teacher-student conferences
• Home-school communication

This resource is not a standardized social-skills rating scale or a comprehensive social-skills assessment. It focuses specifically on helping students reflect on kindness, respect, friendships, and positive interactions across the day.

What’s Included in the Social Skills Self-Assessment Worksheet

Two versions are included:

• 6-activity or time-period social behavior chart
• 7-activity or time-period social behavior chart
• Three student-friendly smiley-face rating choices
• Two social-interaction reflection questions
• Optional end-of-day teacher-notes section
• Printable PDF format
• Digital format with fillable activity or time-period fields

The digital version allows teachers to type in the activities or time periods being monitored. The directions, ratings, reflection questions, layout, and design are not customizable.

Use this Social Skills Self Assessment Worksheet & Student Behavior Chart to help students recognize patterns in their interactions, reflect on kindness and respect, and work toward more positive relationships with increasing independence.