A clinical tool that meets each child as a whole human.

Social Emotional Skills Assessment

Preface

The Social-Emotional Skills Assessment (SESA) is more than a clinical tool; it is a guide to understanding the unique emotional and social needs of each individual. As practitioners, our goal is not only to assess and support skill development but also to connect with the individuals we serve on a human level. This tool encourages us to approach each assessment with empathy, sensitivity, and respect for the whole person, recognizing that our shared humanity is the foundation of all meaningful interactions.

Introduction

The SESA is a comprehensive tool designed to evaluate and support the development of key social-emotional competencies in children and adolescents aged 5–18 years. This assessment is divided into six primary domains: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making, and Self-Advocacy.

Each domain is broken down into specific age-appropriate skills for three distinct age groups: 5–7, 8–12, and 13–18 years. The SESA provides practitioners with a detailed framework for assessing and tracking social-emotional development over time, allowing for targeted interventions and individualized support.

This assessment is intended for educators, therapists, mental health professionals, BCBAs, and others working to enhance social-emotional learning in youth. It provides a structured yet flexible approach to identifying strengths and areas for growth, setting meaningful goals, and monitoring progress.

The SESA is designed for learners who have foundational communication and cognitive skills, enabling them to engage in basic social interactions and follow simple instructions. This digital version allows full flexibility — including administering multiple age-group batteries when a learner's social-emotional level differs from their chronological age.

The Six Domains

Each domain contains 10 items scored on a 1–4 scale, for a maximum of 40 points per domain and 240 points per age-group battery.

Instructions for Use

1. Administering: Select the appropriate age group(s) and domains. Read each item aloud, observe behavior, and utilize parent/caregiver interviews to complete scoring.

2. Multi-Age Flexibility: You may administer multiple age-group batteries when clinically indicated — e.g., for a 16-year-old with social-emotional skills in the 8–12 range, administer both batteries to identify current skills and near-term targets.

3. Scoring Key:

Score	Meaning
1	Rarely or never demonstrates the skill
2	Occasionally demonstrates with significant prompting
3	Often demonstrates but may need occasional prompting
4	Consistently demonstrates without prompting

4. Assessment Frequency: Each client record supports 4 assessments, recommended every 3–6 months to track progress over time.

5. AI Feedback: After completing the assessment, enter learner context notes and generate AI-powered clinical feedback framed through SEL, neurodivergent-affirming, trauma-informed, and ABA lenses.

The Integrated Lens Approach

The SESA feedback honors the whole learner. SEL provides the framework for what skills matter. Trauma-informed practice reminds us that behavior is communication and safety is prerequisite to learning. Neurodivergent-affirming care ensures we build skills the learner values — not simply enforcing neurotypical conformity. And ABA is the engine under the hood: the behavioral science that tells us how to teach, reinforce, generalize, and measure those skills in ways that are ethical, data-driven, and effective.

Who This Assessment Is For

The SESA is designed for children and adolescents who have foundational communication and cognitive skills, enabling them to engage in basic social interactions and follow simple instructions. It is particularly suited for those who can identify basic emotions, participate in structured activities, and demonstrate some level of self-awareness.

Appropriate Learner Prerequisites

This assessment is appropriate for learners who:

• Are between 5–18 years of age, or functioning within this developmental range
• Can attend to and respond to simple verbal instructions
• Have a basic receptive vocabulary for common emotion words (happy, sad, angry, scared)
• Can participate in structured activities for at least 10–15 minutes
• Demonstrate some level of self-awareness or social awareness, even if emerging
• Have a caregiver or clinician who can provide contextual history for the assessment

This assessment may not be appropriate for learners who:

• Are functioning below a 5-year developmental level in communication or cognition
• Do not yet have foundational receptive language skills
• Are in acute behavioral or emotional crisis at the time of assessment

Summary of Domains and Skills by Age Group

The following provides a comprehensive summary of the social-emotional domains assessed in the SESA, organized by age group and skill area. Use this as a quick reference when setting goals and creating individualized intervention plans.

🪞 Self-Awareness

Ages 5–7: Identifying basic emotions, identifying emotions in self, identifying likes/dislikes, recognizing strengths, understanding when to seek help, naming emotions, recognizing body language, describing emotional triggers, awareness of emotional contexts, recognizing feeling overwhelmed.

Ages 8–12: Recognizing emotions in different situations, identifying emotions in self, identifying likes/dislikes, recognizing strengths/weaknesses, understanding when to seek help, naming and describing emotions, recognizing body language, describing emotional triggers, awareness of emotional contexts, recognizing stressors and using coping strategies.

Ages 13–18: Identifying strengths and areas for growth, identifying emotions in self, recognizing likes/dislikes, understanding and accepting strengths/weaknesses, knowing when to seek help, describing a range of emotions, recognizing body language, describing influences on mood, self-awareness in social contexts, identifying stressors and using coping strategies.

⚖️ Self-Management

Ages 5–7: Following instructions, waiting turn, self-regulating, using coping strategies, waiting patiently, following a routine, managing transitions, using a quiet space, stopping interruptions, completing tasks, adapting to changes.

Ages 8–12: Using coping strategies, self-regulating, using a quiet space, waiting patiently, following a routine, managing transitions, controlling impulses, completing tasks, remaining calm, setting and working towards goals.

Ages 13–18: Setting and working towards goals, self-regulating, using coping strategies, managing time/responsibilities, controlling impulses, adapting to changes, completing tasks, maintaining focus, balancing responsibilities, demonstrating resilience.

👁️ Social Awareness

Ages 5–7: Recognizing emotions in others, demonstrating empathy, showing interest in others, recognizing when others are upset, responding to others' emotions, understanding social rules, demonstrating concern for peers, respecting personal space, identifying emotions in stories, understanding social cues.

Ages 8–12: Showing empathy, interpreting body language, showing interest and concern for others, recognizing when others are upset, understanding social rules, demonstrating concern for peers, respecting personal space, recognizing emotions in stories, understanding social cues, demonstrating understanding of different perspectives.

Ages 13–18: Appreciating and respecting different perspectives, interpreting body language, showing empathy, recognizing and respecting social norms, demonstrating understanding of diversity, understanding the impact of behavior on others, engaging in perspective-taking, recognizing and responding to social cues, demonstrating social sensitivity, showing appreciation for cultural differences.

🤝 Relationship Skills

Ages 5–7: Sharing, taking turns, responding to play invitations, taking turns in games, asking for help, offering help, joining group activities, engaging in cooperative play, resolving conflicts, showing kindness.

Ages 8–12: Engaging in conversation, taking turns, joining group activities, initiating friendships, resolving conflicts, offering help, engaging in cooperative play, showing kindness, communicating effectively, building and maintaining relationships.

Ages 13–18: Working collaboratively, taking turns, building friendships, communicating effectively, resolving conflicts, offering and accepting support, engaging in positive interactions, active listening, showing kindness and respect, developing meaningful relationships.

🧭 Responsible Decision-Making

Ages 5–7: Making choices, generating solutions, understanding consequences, making safe decisions, asking for help, explaining rules, following rules, making ethical choices, understanding impact of actions, taking responsibility.

Ages 8–12: Thinking of solutions, understanding impact of behavior, making safe decisions, considering consequences, asking for help, following rules, making ethical choices, recognizing impact of actions, taking responsibility, reflecting on past experiences.

Ages 13–18: Reflecting on decisions, generating solutions, making safe decisions, understanding long-term consequences, seeking guidance, making ethical choices, taking ownership, considering impact of behavior, reflecting on past experiences, demonstrating critical thinking and problem-solving skills.

📣 Self-Advocacy

Ages 5–7: Expressing needs and wants, asking for help when unsure, stating preferences in activities, advocating for personal space, communicating discomfort, expressing disagreement respectfully, asserting rights, seeking adult intervention, requesting accommodations, standing up for self in peer interactions.

Ages 8–12: Advocating for personal needs, seeking support in challenging situations, expressing preferences assertively, negotiating personal space, communicating discomfort in social settings, respectfully expressing different opinions, standing up for self, seeking help when necessary, requesting specific accommodations, asserting boundaries in group settings.

Ages 13–18: Advocating for rights in various settings, utilizing resources and networks for support, making requests for accommodations in academic or social settings, asserting boundaries in relationships, standing up for self in complex social or professional situations, respectfully challenging decisions or actions, seeking guidance and support when needed, confidently expressing personal needs and preferences.

Targeted Skills List — Goal Development Guide

The following targeted skills provide a detailed breakdown of core competencies within each domain, organized by age group. Use these to identify and write specific intervention goals.

Self-Awareness — Ages 5–7

• Recognizes basic emotions (happy, sad, angry, scared) in pictures or stories
• Identifies their own emotions (e.g., "I am angry")
• Labels emotions in others based on facial expressions
• Describes what makes them feel happy, sad, or angry
• Recognizes when they are overwhelmed (e.g., "I need a break")
• Understands that different situations cause different emotions
• Identifies physical signs of emotions (e.g., stomachache when nervous)
• Recognizes how emotions affect their behavior (e.g., hitting when angry)
• Expresses their likes and dislikes clearly
• Understands when to ask for help with difficult emotions

Self-Awareness — Ages 8–12

• Recognizes a broader range of emotions (e.g., frustrated, anxious)
• Identifies emotions in self during different situations
• Describes causes of emotions (e.g., "I feel happy because I played with my friend")
• Differentiates between similar emotions (e.g., frustration vs. anger)
• Identifies how their emotions change in different contexts
• Recognizes physical signs of emotions (e.g., sweating when anxious)
• Reflects on past emotional experiences and their outcomes
• Understands how emotions influence their thoughts and actions
• Recognizes when they need to use coping strategies
• Identifies personal strengths and how they help manage emotions

Self-Awareness — Ages 13–18

• Identifies and names complex emotions (e.g., feeling conflicted or bittersweet)
• Reflects on how emotions impact their daily decisions
• Describes how social situations influence their emotions
• Recognizes the connection between emotions and physical well-being
• Reflects on how past emotional responses have shaped current behaviors
• Analyzes how emotions can affect relationships with others
• Uses emotional awareness to improve self-control in challenging situations
• Reflects on their emotional growth over time
• Identifies stressors and how they affect their emotional state
• Develops strategies to manage emotions in complex social settings

Self-Management — Ages 5–7

• Follows simple instructions and waits their turn
• Uses basic coping strategies (e.g., deep breathing) when upset
• Manages transitions between activities with minimal support
• Completes tasks like getting dressed or cleaning up without frequent reminders
• Uses a quiet space when feeling overwhelmed
• Recognizes the need for breaks when tired or upset
• Waits patiently in lines or for their turn during games
• Shows self-control by not interrupting others during conversations
• Follows daily routines (e.g., bedtime) with little prompting
• Adjusts to changes in plans with minimal distress

Self-Management — Ages 8–12

• Uses a range of coping strategies (e.g., journaling, exercise)
• Self-regulates emotions in different situations
• Completes homework and chores independently
• Manages time effectively to balance schoolwork and play
• Remains calm and adapts to unexpected changes in routine
• Follows a daily schedule or checklist without reminders
• Uses self-talk to manage frustration or anxiety
• Controls impulses in social situations
• Sets and works towards personal goals
• Recognizes when they need help and asks for it appropriately

Self-Management — Ages 13–18

• Sets and achieves long-term goals (e.g., academic, personal)
• Uses advanced coping strategies (e.g., mindfulness, physical activity)
• Balances academic responsibilities with social life
• Demonstrates resilience in the face of setbacks
• Maintains focus in distracting environments
• Manages time effectively to meet deadlines and responsibilities
• Adapts to major life changes with minimal distress
• Controls impulses and makes thoughtful decisions
• Reflects on past behavior to improve future self-management
• Stays calm and composed in high-pressure situations

Social Awareness — Ages 5–7

• Recognizes when others are happy, sad, or upset
• Demonstrates empathy by comforting peers who are sad
• Shows interest in what others are doing and asks to join
• Understands simple social rules (e.g., sharing, taking turns)
• Responds appropriately to others' emotions
• Recognizes personal space boundaries
• Identifies emotions in story characters based on context
• Shows concern for peers who are hurt or upset
• Understands basic social cues (e.g., smiling means happy)
• Follows rules in group activities without needing reminders

Social Awareness — Ages 8–12

• Interprets body language and facial expressions accurately
• Shows empathy by offering help to peers in need
• Understands and respects personal space in different settings
• Recognizes when peers are upset and responds with support
• Follows social rules even in challenging situations
• Demonstrates understanding of different perspectives
• Shows interest and concern for others' feelings and well-being
• Responds to social cues appropriately in conversations
• Recognizes the impact of their actions on others' emotions
• Engages in perspective-taking to understand others' feelings

Social Awareness — Ages 13–18

• Appreciates and respects different cultural and social perspectives
• Interprets complex social cues, such as sarcasm or subtle body language
• Shows empathy in a variety of social situations, including online interactions
• Recognizes and adapts to social norms in different contexts
• Understands and respects diversity in social groups
• Demonstrates social sensitivity and avoids actions that may hurt others
• Engages in active listening and validates others' feelings
• Responds to social cues by adjusting behavior
• Understands the broader impact of their behavior on group dynamics
• Participates in social justice or community activities with empathy and respect

Relationship Skills — Ages 5–7

• Shares toys and takes turns with peers
• Invites others to join in play activities
• Responds positively to invitations to play from peers
• Resolves simple conflicts with peers through talking or sharing
• Asks for help from adults or peers when needed
• Offers help to others without being prompted
• Joins group activities without disrupting
• Engages in cooperative play, such as building or role-playing
• Shows kindness by sharing or comforting others
• Understands and respects the feelings of friends

Relationship Skills — Ages 8–12

• Initiates and maintains friendships through regular communication
• Engages in conversations with peers, asking questions and showing interest
• Joins group activities and contributes positively to the group dynamic
• Resolves conflicts by suggesting compromises and listening to others
• Offers and accepts help from peers during tasks or challenges
• Engages in cooperative play or group work, respecting others' ideas
• Communicates effectively in a variety of social situations
• Shows kindness and respect in interactions with peers and adults
• Builds and maintains long-term friendships by staying connected
• Participates in group projects, balancing leadership and teamwork

Relationship Skills — Ages 13–18

• Builds and maintains meaningful friendships with regular check-ins
• Communicates effectively in both one-on-one and group settings
• Resolves conflicts constructively, using negotiation and compromise
• Offers and accepts emotional support in relationships
• Engages in positive interactions, providing encouragement and feedback
• Practices active listening in conversations, showing empathy
• Shows kindness and respect in all interactions, both in person and online
• Develops and maintains supportive relationships in various social contexts
• Works collaboratively in groups, balancing assertiveness and cooperation
• Demonstrates leadership skills while respecting others' contributions

Responsible Decision-Making — Ages 5–7

• Makes choices between right and wrong in simple situations
• Understands the consequences of actions
• Asks for help from adults when unsure about a decision
• Follows rules in games and activities, understanding their importance
• Generates simple solutions to problems
• Chooses to do the right thing, even when it's difficult
• Takes responsibility for their actions and apologizes when needed
• Understands the impact of their actions on others
• Reflects on past experiences to make better decisions in the future
• Makes safe decisions in various contexts

Responsible Decision-Making — Ages 8–12

• Thinks through the consequences of actions before making decisions
• Seeks guidance from adults or peers when faced with difficult choices
• Follows rules consistently and understands why they are important
• Makes ethical choices, even when pressured by peers
• Generates and evaluates multiple solutions to a problem
• Takes responsibility for mistakes and works to correct them
• Reflects on past decisions to improve future outcomes
• Considers how their decisions affect others in social situations
• Demonstrates critical thinking in solving complex problems
• Makes safe and informed decisions in a variety of situations

Responsible Decision-Making — Ages 13–18

• Reflects on the long-term consequences of decisions
• Makes ethical decisions, even when faced with peer pressure or social challenges
• Considers multiple perspectives before making a decision
• Takes responsibility for actions and their outcomes
• Seeks advice and input from trusted sources when making important decisions
• Demonstrates critical thinking and problem-solving skills in complex situations
• Balances personal desires with ethical considerations when making choices
• Reflects on past experiences to guide future decision-making
• Engages in decision-making processes that consider the well-being of others
• Takes initiative in making decisions that align with personal values and goals

Self-Advocacy — Ages 5–7

• Expresses needs and wants clearly
• Asks for help when unsure or uncomfortable
• States preferences during group activities
• Advocates for personal space or time alone when needed
• Communicates discomfort with activities they don't enjoy
• Expresses disagreement respectfully
• Asserts their rights in simple peer interactions
• Knows when and how to seek adult intervention
• Requests accommodations or modifications when needed
• Stands up for themselves in peer interactions

Self-Advocacy — Ages 8–12

• Advocates for personal needs and wants in different settings
• Seeks help in challenging situations
• Expresses preferences assertively
• Negotiates personal space and boundaries with peers
• Asserts rights in peer interactions, such as fairness and respect
• Communicates discomfort in social settings and seeks alternatives
• Requests accommodations when needed
• Knows when and how to seek adult intervention in complex situations
• Advocates for self in academic or extracurricular activities
• Stands up for themselves in peer interactions, ensuring their voice is heard

Self-Advocacy — Ages 13–18

• Advocates for rights in various settings, including academic and social
• Utilizes resources and networks for support in challenging situations
• Makes requests for accommodations in academic or professional settings
• Asserts boundaries in relationships, including with peers and partners
• Stands up for self in complex social or professional situations
• Negotiates needs and compromises in group settings effectively
• Seeks help when dealing with peer pressure or difficult social situations
• Advocates for self in academic and professional goals
• Communicates effectively in asserting rights and needs in different contexts
• Uses self-advocacy to overcome barriers and challenges, persisting in goals

References

• Be Good People Curriculum. (2023). Social-Emotional Learning Curriculum. Retrieved from Be Good People Curriculum.
• The Social Skills Checklist. Developed by Karen L. Anderson, PhD. Retrieved from successforkidswithhearingloss.com
• OpenAI. (2024). ChatGPT (July 2024 Version) [Large language model]. OpenAI. Retrieved from chat.openai.com
• Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023). Core SEL Competencies. Retrieved from casel.org/core-competencies/
• Centers for Disease Control and Prevention (CDC). (2023). Developmental Milestones. Retrieved from cdc.gov/ncbddd/actearly/milestones/index.html

© 2024. Natasha K. Bauer, BCBA. All rights reserved. Contact: Natakristcvet@gmail.com