The IMPACT Social Communication Rating Scale is a norm-referenced pragmatic language rating scale for children and young adults ages 5 through 21 years old. It is composed of 35-40 test items, and has three separate forms to be completed by clinician, parent(s), and teacher(s). It is an accurate and reliable assessment that yields valid results on informal observations of pragmatic language such as intent to socialize, nonverbal language (e.g., facial expressions, tone of voice), theory of mind, social reasoning and cognitive flexibility. Normative data of this test is based on a nationally representative sample of 1006 children and young adults in the United States.

Rating Areas

The test is composed of nine areas: social context, intent to socialize, nonverbal language, social interactions, theory of mind, ability to accept change, social language and conversational adaptation, social reasoning, and cognitive flexibility.

Testing Format

The IMPACT Social Communication Rating Scale is composed of 35-40 test items. The test uses a series of items that asks the rater to score on a 4-point scale (“not typically,” “sometimes,” “often,” and “typically”). The rating scale yields an overall percentile and standard score. While completing this checklist, examinees are able to watch accompanying videos that will provide specific examples of what each question is asking. The videos are there to help examiners along if they have any questions regarding the skill that they are assessing.

Rating Scale Uses and Purpose

Parents and teachers provide us with invaluable information regarding a student’s social communication in both the classroom and in the home environment, however, this information is not always easy to obtain, explain, or understand. Additionally, the questionnaires, checklists, or surveys that we have used in the past may have overlooked or missed the specific areas of social communication (i.e., nonverbal language) we are currently hoping to address. The results of the IMPACT Social Communication Rating Scale test provide comprehensive information on pragmatic language skills and social language development of children and young adults. The scale provides natural and authentic observations by familiar observers across multiple settings and situations. The IMPACT Social Communication Rating Scale can be a beneficial tool to support a referral, compliment other pragmatic language assessments, compare clinician’s, parent’s, and teacher’s ratings, help plan interventions, and monitor progress of interventions. By utilizing The Social Communication Rating Scale, we are able to develop a better understanding as to how a student’s pragmatic language skills may impact their academic performance and progress in school.

Code of Federal Regulations – Title 34: Education

34 C.F.R. §300.7 Child with a disability. (c) Definitions of disability terms. (11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.

The Individual’s with Disabilities Act (IDEA, 2004) states that when assessing a student for a speech or language impairment, we need to determine whether or not the impairment will negatively impact the child’s educational performance. In order to determine whether a pragmatic language impairment exists, we can collect parent, teacher, and clinician observations of the student in his/her home and educational environment, and analyze the impact of the impairment on academic success. 

Importance of Observations and Rationale for a Rating Scale

Systematic observation and contextualized analysis is a form of informal language assessment that includes multiple observations across various environments and situations (Westby et al., 2003). According to IDEA (2004), such types of informal assessment must be used in conjunction with standardized assessments. Section. 300.532(b), 300.533 (a) (1) (I, ii, iii); 300.535(a)(1) of IDEA states that, “assessors must use a variety of different tools and strategies to gather relevant functional and developmental information about a child, including information provided by the parent, teacher, and information obtained from classroom-based assessments and observation.” Utilizing both formal and informal assessments is crucial in order to develop a whole picture of a child’s pragmatic language abilities. By observing a child’s pragmatic language skills via informal observation, examinees can observe key features of social language such as conversations, nonverbal language, and social reasoning. When we consider a clinician’s observations, we do not necessarily observe pragmatic language in everyday situations. Parent and/or teacher input may be beneficial during pragmatic language evaluation because it allows for the assessment to take place in an authentic setting and it is completed by someone who knows the child well and thus, is more likely to be a true representation of the child’s social communication skills (Volden & Phillips, 2010). The IMPACT Social Communication Rating Scale provides us with both parent and teacher observation and perspectives of a child’s pragmatic language ability. When observing a child in their natural habitat, the observer gains a clear understanding of their child’s abilities across all domains of communication: form, content, and use. Additionally, many of the “abnormal communicative behaviors” that children with pragmatic impairments may demonstrate may be rare in occurrence (Bishop & Baird, 2001). When given the guidelines of what to look for, parents – who know their children the best – will more than likely be able to think of, and provide numerous examples of pragmatic language impairments. These pragmatic difficulties may not be so easily observed during clinical assessment and observation. Furthermore, it can be important to obtain information on how a child engages with their family, friends, and peers during familiar tasks in order to gain ecologically and culturally valid information on how a child functions and communicates on a day-to-day basis (Jackson, Pretti- Frontczak, Harjusola-Webb, Grisham-Brown, & Romani, 2009; Westby, Stevens, Dominguez, & Oetter, 1996).

During assessment and intervention planning, it is important to consider how social communication may adversely affect educational performance. Previous research has revealed that pragmatic language deficits can be expected to negatively impact a child’s social and emotional well-being (Schalock, 1996). For example, individuals with social communication impairment may participate in fewer peer interactions and are considered to be less preferred communication partners. Students with pragmatic language impairments may engage in less social behaviors such as sharing, cooperation, offering empathy, which are characteristics that have been linked to the development of peer relationships (Brinton & Fujiki, 2005; Hart, Robinson, McNeilly, Nelson, & Olsen, 1995). As a result, children and adolescents with pragmatic difficulties may have a difficult time creating and maintaining friendships. Those with pragmatic language difficulties may have trouble with the understanding, interpretation, and use of social language cues (both verbal and nonverbal) (Weiner, 2004). Additionally, students with social communication deficits may have difficulty with externalizing and internalizing behaviors which have been associated with poor academic performance, high rates of absenteeism, and low achievement (DeSocio & Hootman, 2004; Smith, Katsiyannis, & Ryan, 2011). Moreover, challenging behavior may be observed in children with severe communication impairments (Eisenhower, Baker, & Blacher, 2005; Kodituwakku, 2007). According to IDEA (2004), when a child’s behavior gets in the way of learning, the special education team must develop and recommend “positive behavioral interventions and supports” to be used in the school setting  (IDEA, 2004: §300.324(a)(2)(i)).

Contextual Background for Rating Scale Areas

Difficulties in pragmatic language may include: turn-taking in conversation with a peer (e.g., asking questions, add-on comments), staying on topic, creating and maintaining friendships, introducing new/appropriate topics, understanding someone else’s perspective (theory of mind), accepting change, speech prosody (e.g., rising and falling of voice pitch and inflection), and the understanding and use of verbal and nonverbal cues (e.g., facial expressions, gestures, etc.) (Krasny, Williams, Provencal, & Ozonoff, 2003; Shaked & Yirmiya, 2003; Tager-Flusberg, 2003). The current assessment tool is composed of nine areas that address these key social language deficits. Table 1.1 reviews each area as well as provides an example test item taken from the assessment.

Awareness of Social Context evaluates a student’s ability to adequately and appropriately utilize introductions, farewells, politeness, and make requests. These forms of communication are described as essential and considered to be the building blocks to more complex language processes. When students begin to act in socially appropriate ways with teachers and peers, they are more likely to maintain attention when engaged in academic tasks (Eisenberg, Vallente, & Eggum, 2006).

Intent to Socialize takes a look at a student’s interest in interacting with peers, and seeking friendship or companionship. Peer relationships and friendships are critical to school and academic achievement for school-age children (Wentzel, Barry, & Caldwell, 2004; Newman Kingery, Erdley, & Marshall, 2011). Friendships are important in the development of social competences, as well as influencing children’s performance on classroom-learning activities, specifically those that involve collaboration and cooperation (Faulkner & Meill, 1993).

 Nonverbal language evaluates a student’s ability to read micro-expressions and nonverbal language. Nonverbal cues, such as facial expressions, have a very important role in social interactions (de Gelder, 2006) and can be just as meaningful as spoken words. Often, nonverbal language can reveal how a person feels, although their verbal communication may be contradictory. An appropriate understanding of non-verbal language is critical in understanding another person, and in turn, it leads to an appropriate verbal response.

Social Interactions takes a look at a student’s active interactions with their peers, friends, and family. Children with language impairments tend to engage less in active interactions than typically developing peers, exhibit poorer discourse skills, and are less likely to offer socially appropriate verbal and nonverbal responses in conversations (Brinton, Fujiki, & McKee, 1998; Landa, 2005). Durkin and Conti-Ramsden (2007) compared friendship quality in 120 adolescents aged 16-years-old with and without SLI. Adolescents with SLI were found to exhibit poorer quality friendships. This study suggests that language difficulties (including social language deficits) may be predictive of poorer quality friendships, which in turn may impact academic success.

Theory of Mind evaluates a student’s ability to understand that other people have different perspectives than their own (e.g., different desires, wishes, and beliefs). Theory of mind is critical for social interactions beginning in early childhood and expanding until adulthood (Gweon & Saxe, 2013). The development of theory of mind is a cognitive milestone as well as a socio-emotional milestone that is essential for social language development and the ability to socially interact and understand others (Miller, 2009). Being able to understand the mind is crucial to the understanding and navigation of one’s social world.

Accepting Change assesses a student’s ability to accept modifications or changes to a plan. Changes of plans occur every day and when changes do occur students should respond in an appropriate manner/not have an extreme reaction. When students need constant reassurance after a change occurs, or he/she has a disruptive reaction, academic performance may be impacted.

Social Language and Conversational Adaptation evaluates a student’s ability to implement appropriate social communication skills during conversation. For example, a student should be able to stay on topic providing appropriate comments and questions. The student should be able to utilize appropriate eye contact, turn-taking, volume, and facial expressions. Additionally, the student should also be able to code-switch depending on who they are speaking with. For example, how a student talks to their peers will be different than how they speak to their teacher.

Social Reasoning assesses a student’s ability to see the “whole picture” or main idea. Sometimes students may have difficulty grasping key points, drawing conclusions and making other inferences from conversation, text, TV programs, and movies (Vicker, 2009). When students focus on irrelevant details, their academic performance can be impacted.

 Cognitive Flexibility evaluates a student’s ability to come to terms with the amount of unfairness they observe in the world around them. For example, some students have a very hard time coming to terms with a situation if they view it as unfair or unjust. Students may become frustrated and appear persistent to make things “fair.” In order for students to demonstrate cognitive flexibility they must demonstrate awareness and adaptability.