Social Interaction
Goal 13
___ will complete the following objectives on social interaction skills for children with visual impairments as evidenced by mastery of ___ of ___ objectives.

SB01 - initiate and respond to farewells and greetings with familiar people.
SB02 - use conventional forms of verbal politeness.
SB03 - use a tone of voice that is appropriate to the setting.
SB04 - respond to someone who is initiating a conversation.
SB05 - use conventional courtesy when refusing others’ requests.
SB06 - apologize to others when appropriate.
SB07 - use people’s correct names and titles when addressing them.
SB08 - demonstrate the abilities to respond to an introduction, to introduce herself to others, and to introduce people to each other.
SB09 - interrupt a speaker in a socially acceptable manner when necessary.
SB10 - give compliments to others.
SB11 - differentiate socially acceptable and unacceptable behavior for children in a variety of situations.
SB12 - use acceptable language with consideration for the person or people present, the setting, and the social situation.
SB13 - differentiate socially acceptable and unacceptable behaviors for teenagers in various situations.
SB14 - obtain information from others about appropriate behavior in unfamiliar settings.
SB15 - identify and demonstrate a variety of ways to be courteous to others.

SD01 - recognize and respond to name.
SD02 - demonstrate interest in a mirror image.
SD03 - state own first name.
SD04 - demonstrate a strong desire to perform tasks independently.
SD05 - demonstrate awareness that his behavior has an effect on others.
SD06 - indicate a preference.
SD07 - demonstrate recognition of own image in a picture or on a videotape, and/or demonstrate recognition of own voice on an audiotape.
SD08 - use personal pronouns I, you, and me.
SD09 - use a variety of methods to get own way.
SD10 - demonstrate an awareness of himself as a separate person.
SD11 - show pride in accomplishing tasks.
SD12 - state own first name, last name, and age.
SD13 - separate own possessions from those of others.
SD14 - name things that she can do now that she was unable to do at an earlier age, and name things that she will learn to do in the future.
SD15 - state basic information about self.
SD16 - state basic information about family members.
SD17 - indicate awareness of own visual and other physical abilities, and differences between his abilities and those of others.
SD18 - discuss personal likes and dislikes.
SD19 - provide basic information as to own ethnic origin, religious preference, and family background.
SD20 - evaluate own personality traits, and attempt to modify those that are not functional.
SD21 - state own point of view on various specific topics.
SD22 - state own social security or identification number.
SD23 - obtain and use an identification card.
SD24 - show pride in personal achievements.
SD25 - express realistic views of own capabilities and limitations.
SD26 - demonstrate confidence in own decisions, values, and beliefs.

SE01 - use a familiar object for comfort when tired or in a stressful situation.
SE02 - display a range of behaviors that appear expressive of feelings.
SE03 - communicate to another person when upset, uncomfortable, or in pain.
SE04 - respond appropriately to tone of voice.
SE05 - express strong emotions safely.
SE06 - identify a range of emotions.
SE07 - display body language and facial expressions that correspond with emotions.
SE08 - seek attention, affection, or other support to deal with emotions when needed.
SE09 - identify a strong feeling, and discuss the cause of that feeling.
SE10 - use physical activity to release negative emotions and excess energy in socially acceptable ways.
SE11 - express emotions in a degree appropriate to the cause, setting, and severity of the situation.
SE12 - offer attention, affection, or other support to help another person deal with emotions.
SE13 - identify strong feelings in himself or herself and, when helpful, talk about these feelings with another person.
SE14 - use artistic outlets for emotional expression. 
SE15 - use effective interactive outlets for emotional expression.
SE16 - identify forms of spiritual expression that people may use to deal with emotions.
SE17 - recognize and respond appropriately to a range of emotions in other people.
SE18 - explore and utilize ways to develop and maintain mental health.
SE19 - recognize when intense feelings do not match the current situation, and explore the real cause of the feelings.
SE20 - describe and demonstrate how to offer attention and support to a person who is emotionally upset.

SF01 - respond to an adult’s attempt to interact.
SF02 - initiate interactions with an adult.
SF03 - demonstrate the ability to differentiate between familiar people and strangers.
SF04 - respond to the presence of a peer.
SF05 - accept a substitute activity that replaces a socially unacceptable mannerism.
SF06 - demonstrate understanding of approval and disapproval of adults.
SF07 - address parents or other familiar adults by name.
SF08 - associate particular adults with routine activities.
SF09 - engage in same activity as a peer.
SF10 - comply with simple directions and limits from adults.
SF11 - interact with peers or siblings.
SF12 - address siblings by name.
SF13 - interact with blind, low vision, and sighted peers in common situations.
SF14 - identify the person in charge in various situations.
SF15 - identify situations in which an adult should not be obeyed.
SF16 - initiate interactions with peers.
SF17 - share toys or other items with a peer.
SF18 - use a peer as a resource.
SF19 - indicate preferences in playmates.
SF20 - discuss the concept of friendship.
SF21 - describe other people.
SF22 - take turns.
SF23 - determine when it is not appropriate to share something, and communicate in an assertive manner.
SF24 - identify the consequences of behaviors in social interactions.
SF25 - name family members, and discuss the relationship to each of them.
SF26 - maintain contact with parents, guardians, and family members when separated for a long period of time.
SF27 - respond to humor, and use it in situations.
SF28 - recognize sarcasm, and respond in an effective manner.
SF29 - interact with blind and low vision adults in a variety of situations.
SF30 - initiate, continue, develop, and conclude conversations.
SF31 - discuss the personal likes and dislikes of other people.
SF32 - recognize behaviors that can cause social isolation and demonstrate alternative behaviors that promote social integration.
SF33 - demonstrate affection in socially acceptable ways, considering the person, place, and situation.
SF34 - demonstrate the ability to resist peer pressure when resistance is necessary or desirable.
SF35 - demonstrate skills for resolving conflicts with siblings and peers.
SF36 - deal with personal insults, ostracism, ridicule, or other mistreatment.
SF37 - tolerate some unusual or unexpected behaviors from others.
SF38 - Seek interactions with blind, low vision, and sighted peers and adults in a variety of situations.
SF39 - interact positively with friends.
SF40 - discuss some problems that might arise with family members or with friends, and suggest strategies that could be used to resolve them.
SF41 - identify how different friends can meet different needs.
SF42 - demonstrate various aspects of planning and carrying out social activities with friends.
SF43 - use assertive techniques in appropriate social situations.
SF44 - discuss the rights and responsibilities of an individual in a relationship.
SF45 - establish and maintain a variety of friendships.
SF46 - work effectively in various groups that have a defined purpose or structure.
SF47 - discuss the concepts of role model(s) and/or mentor(s) for self.
SF48 - discuss the concept of “networking,” and demonstrate an understanding of its value.

SI01 - describes self as blind, visually impaired, or with other words to illustrate sensory abilities/disabilities
SI02 - politely rejects unneeded assistance
SI03 - practices answering questions that would be asked by an eye care specialist (role play w/ VI teacher)
SI04 - tells teacher when he/she does not understand what has been presented
SI05 - asks caregivers, teachers, peers, etc. for assistance when needed
SI06 - politely requests assistance in new settings
SI07 - indicates personal needs for adaptations (i.e., asking teacher to verbalize chalkboard writing, preferences for learning materials and formats)
SI08 - answers questions about being visually impaired in a polite manner
SI09 - asks for academic materials/equipment to appropriately match personal needs
SI10 - communicates eye fatigue and/or time limits during reading activities
SI11 - explains personal visual restrictions and side effects (e.g., personal time limits for sustained reading)
SI12 - participates in selecting braille to be made available in the school library
SI13 - uses problem solving methods when equipment malfunctions
SI14 - tells unique needs to unfamiliar adults/peers
SI15 - communicates visual diagnosis in lay terms
SI16 - communicates limitations in specific sports (e.g., contact sports) due to etiology/doctor’s recommendations
SI17 - orders book titles independently from State Library/Recordings for the Blind
SI18 - communicates need for creating/seeking an environment which has fewer auditory distractions
SI19 - express preferences for learning materials and formats presented in a variety of environments (e.g., braille menu, adapted software)
SI20 - independently selects from available adaptive materials relevant for learning situations
SI21 - knows more than 1 agency that supplies adapted materials, and explains procedures for acquiring them
SI22 - knows names of community agencies likely to address health and social needs (e.g. TCB caseworker, RFB, TX State Library, eye doctor, technology provider)
SI23 - locates own adapted textbooks
SI24 - maintains list of sources and procedures for obtaining adapted books, magazines, newspapers
SI25 - asks for clarification when seeking information
SI26 - solicits information/assistance from appropriate persons in various settings
SI27 - objectively evaluates self (e.g., strengths, weaknesses, interests) in relation to job opportunities
SI29 - demonstrates, through role play the difference between being assertive and being aggressive
SI30 - demonstrates an understanding of the registration process for the Library for the Blind and Physically Handicapped
SI31 - gives the name of own regional rehabilitation counselor from Commission for the Blind
SI32 - personalizes own reading needs by securing a personal reader, including advertising, hiring, instructing, and guiding
SI33 - reports on the public and private services available for the visually impaired (including Commission for the Blind, American Foundation for the Blind, Reading Services for the Blind, American Printing House for the Blind, Medicaid and all Social Services programs)
SI34 - articulates personal goals
SI35 - plans for self-improvement activities to master independent living and social skills
SI36 - schedules appointments and uses services of personal service people (e.g., doctors, dentists)
SI37 - defines community services and businesses (e.g., lawyers, social workers, childcare workers)
SI38 - reports relationship between personal eye pathology and actual vision functioning
SI39 - is aware of personal progressive symptoms
SI40 - reports on steps to be taken if visual problems arise
SI41 - discusses applicable genetic tendencies
SI42 - plays age-appropriate games enjoyed by peers
SI43 - tells what types of behaviors are socially acceptable in private versus public settings (e.g. no scratching, combing hair, picking at face, nose picking in public)
SI44 - demonstrates age-appropriate behavior at social gatherings
SI45 - respects personal space of others
SI46 - uses appropriate manners (e.g., please, thank you)
SI47 - initiates a conversation and/or activities with peers/adults
SI48 - takes turns when playing with other children
SI49 - shares a toy with others
SI50 - uses cues from peers/adults/environment in order to interact with others
SI51 - is alert to strangers and inappropriate requests
SI52 - demonstrates a full range of emotions and response behaviors (e.g., giving a hug, shaking hands, smiling, frowning, and anger, etc.)
SI53 - initiates contact with peers
SI54 - listens without interrupting
SI55 - realizes other children may see differently
SI56 - asks for assistance from others if needed
SI57 - uses advice or assistance of others
SI58 - demonstrates resourceful problem solving
SI59 - works/plays cooperatively with peers
SI61 - uses adaptations and modifications in toys and games to accommodate participation
SI62 - offers to contribute and help within small groups
SI63 - accesses telephone numbers of friends using personal directory
SI64 - uses telephone for social purposes
SI65 - plays simple games (e.g., board games, cards, dominoes)
SI66 - participates in group and individual games that require movement in open space
SI60 - knows physical similarities and differences of boys and girls
SI67 - makes eye contact according to cultural norms
SI68 - answers questions about being visually impaired
SI69 - initiates conversation/activities with peers
SI70 - initiates conversation/activities with adults
SI71 - tries to reduce or eliminate stereotypic behaviors
SI72 - turns face to speaker and maintains social interaction
SI73 - tells unique needs to unfamiliar adults in school setting with confidence (e.g. substitute teacher)
SI74 - is cooperative in assisting others
SI75 - demonstrates age-appropriate conversational skills
SI76 - seeks out social contacts with sighted peers during and after school
SI77 - arranges for transportation to social functions
SI78 - participates in after-school neighborhood or social activities (e.g., plays with others, group skating, dancing lessons, scouts or clubs)
SI79 - uses correct telephone etiquette
SI80 - politely request assistance in new settings
SI81 - shakes hands when greeting an adult
SI82 - uses learned body and hand movements, such as head nods and minimal hand gestures
SI83 - knows when to seek assistance
SI84 - initiates conversation with new acquaintances
SI85 - cooperates in team activities (sports and educational)
SI86 - establishes appropriate eye contact, posture, head position and control
SI87 - participates in school activities (e.g., dances, clubs)
SI88 - participates in extracurricular and community activities
SI89 - appropriately solicits others’ cooperation/assistance
SI90 - puts others at ease concerning visual impairment
SI91 - demonstrates appropriate skills required in a variety of social situations (e.g., dinner party, school activities, large gatherings)
SI92 - demonstrates ability to be confident/assertive without being aggressive in communication

SN01 - use touching to communicate in socially acceptable ways.
SN02 - respond appropriately to common auditory signals and/or gestures in familiar contexts.
SN03 - use a few common gestures to communicate.
SN04 - refrain from engaging in socially unacceptable mannerisms.
SN05 - demonstrate comprehension of common facial expressions in social contexts, and/or use them effectively.
SN06 - demonstrate comprehension of conventional gestures in social contexts, and/or use them effectively.
SN07 - use nonverbal behaviors to indicate interest in a speaker’s message.
SN08 - demonstrate an awareness of socially acceptable and unacceptable body postures and movements in different social situations.
SN09 - use common forms of body contact to communicate in a conventional manner.
SN10 - use a wide variety of nonverbal behaviors to communicate more effectively.
SN11 - explore ways of obtaining information communicated through nonverbal visual cues.
SN12 - discuss how cultural differences may affect nonverbal communication, and what the implications of these differences are for social interactions.

SP01 - give evidence of an increasing tolerance for new or unfamiliar people, objects, or events.
SP02 - make choices about objects or activities by accepting or refusing them.
SP03 - tolerate change from one activity to another, and accept change in an anticipated routine.
SP04 - demonstrate willingness to try new things.
SP05 - accept help from others when a problem is encountered.
SP06 - request assistance with a problem.
SP07 - choose between two or more intangible alternatives.
SP08 - demonstrate skills for coping with separation from family, friends, or pleasurable experiences.
SP09 - delay immediate gratification for a later, preferred choice.
SP10 - set a goal that can be achieved in one day, and achieve it.
SP11 - plan and carry out a routine activity that involves multiple steps.
SP12 - manage simple problems that are encountered as a young child.
SP13 - demonstrate skills for discussing and coping with crises such as accidents, death, divorce, family violence, incarceration of a family member, and major illness.
SP14 - persist or modify efforts in the face of defeats or temporary setbacks.
SP15 - negotiate with others to resolve problems.
SP16 - identify the cause or causes of a problem, when to seek assistance, and how to correct it.
SP17 - identify problems when they are small, and take steps to resolve them before they reach crisis level.
SP18 - seek help in dealing with personal crises.
SP19 - plan a non-routine activity that requires multiple steps.	
SP20 - set a complex goal that requires action over two or more days, and achieve it.
SP21 - anticipate potential problems, and take steps to resolve them.
SP22 - discuss repercussions from allowing others to make decisions for herself.
SP23 - set a goal that requires action over a few weeks, and achieve it.
SP24 - use strategies for dealing with personal crises within his own family or friendships.
SP25 - manage problems that may be encountered as a young adult.
SP26 - set multiple short-term and long-range goals, and work toward achieving them.
SP27 - describe several situations in which the services of a community agency or professional service would be appropriate, and demonstrate how to obtain those services.
SP28 - plan and take a day-long trip.
SP29 - plan and take an overnight trip.
SP30 - plan and take a trip of at least a few days.

SQ01 - identify his or her own gender.
SQ02 - classify three familiar adults as being a man or a woman, and classify familiar children as being a boy or a girl.
SQ03 - classify people into the following categories: girls, boys, women, men.
SQ04 - differentiate primary sexual characteristics of males and females.
SQ05 - discuss information about conception, pregnancy, birth, and infants.
SQ06 - compare the differences in body builds of men, and compare differences in body builds of women; demonstrate awareness that these differences are normal.
SQ07 - describe the physiological changes of girls at puberty.
SQ08 - describe the physiological changes of boys at puberty.
SQ09 - describe physical changes of males and females at different ages.
SQ10 - discuss basic physical concepts of sexual intercourse, conception, pregnancy, labor, birth, contraception, and abortion.
SQ11 - discuss sexually transmitted diseases.
SQ12 - describe methods of birth control.
SQ13 - review physical concepts related to sexual intercourse, conception, pregnancy, birth, contraception, and abortion.

SR01 - perform simple home tasks with minimal adult assistance.
SR02 - demonstrate care for his own belongings. 
SR03 - request permission to borrow items that belong to others before using them, and return possessions borrowed from others.
SR04 - identify and follow home and/or dormitory rules; explain the reasons for them; and identify the consequences of breaking them.
SR05 - perform a home or dormitory chore upon request.
SR06 - initiate and complete assigned chores and other expected tasks.
SR07 - identify and fulfill responsibilities involved in earning privileges or an allowance.
SR08 - identify non-routine chores that need to be done, and perform them.
SR09 - describe the division of responsibilities when one lives with other people.
SR10 - identify situations in the community that need to be changed, and use appropriate means to correct them or help in correcting them.
SR11 - demonstrate responsible behavior in unusual situations.
SR12 - serve as a volunteer in a community setting.
SR13 - discuss the concept of liability, the types of liability, and the methods of protecting herself against liability.
SR14 - organize important documents, and store them securely.
SR15 - discuss the concept of insurance and the basic kinds of insurance available, and demonstrate how to obtain and maintain them.
SR16 - discuss accommodations and adaptations that may be necessary to register to vote and to participate in an election.
SR17 - document ineligibility for the draft.

SS01 - demonstrate affection for family members and other loved ones in socially acceptable ways
SS02 - distinguish with whom it is appropriate and inappropriate to demonstrate affection.
SS03 - use socially acceptable terms for sexual body parts and functions.
SS04 - discuss personal rights regarding his body.
SS05 - discuss how family members express caring and affection to each other.
SS06 - classify behaviors as public or private.
SS07 - demonstrate awareness of other people’s right to privacy.
SS08 - demonstrate various ways to say “no” and use self-protective skills when touched in an inappropriate manner or pressured to do something that feels uncomfortable.
SS09 - tell an appropriate person if someone touches private body parts in a way that is uncomfortable or frightening.
SS10 - discuss her friendships with boys and girls and how those friendships are alike and different.
SS11 - identify appropriate times, places, and people to consult for help with problems or questions that concern sex and sexuality.
SS12 - identify behaviors that constitute sexual abuse, and describe or demonstrate how to avoid and report sexual abuse.*
SS13 - discuss traditional roles of males and females, how some societal attitudes about roles are changing, and the implications of these changes.
SS14 - discuss different types of liking, loving, and caring.
SS15 - discuss forms of affection and sexual expression in terms of appropriate people, time, and place.
SS16 - discuss personal concepts regarding sexuality.
SS17 - develop skills in discussing sex and sexuality.
SS18 - discuss sexual feelings and the options available for dealing with them.
SS19 - discuss standard and slang terms relating to sexuality.
SS20 - describe what a date is, and discuss various aspects of dating.
SS21 – discuss social aspects of affection and sexual expression.
SS22 - identify family, peer, and personal attitudes and values regarding sexual identity, sex roles, and sexuality.
SS23 - define personal guidelines regarding sexuality, and describe how to handle situations which are in conflict with these guidelines.
SS24 - discuss or demonstrate the ability to handle peer pressure regarding sex.
SS25 - discuss issues related to abortion.
SS26 - discuss potential consequences of wanted and unwanted pregnancies and possible ways to deal with them.
SS27 - discuss different sexual lifestyles.
SS28 - discuss various aspects of atypical sexual behavior.
SS29 - discuss the major laws concerning sexuality.
SS30 - discuss personal needs regarding sexuality.
SS31 - contact appropriate personal, school, or community resources for answering questions and discussing problems regarding sex and sexuality.

SU01 - demonstrate concern for another person.
SU02 - do nice things for friends, family members, and other people.
SU03 - distinguish truth from untruth.
SU04 - adhere to conventional behavioral standards of right and wrong.
SU05 - identify own personal values.
SU06 - demonstrate awareness of the needs of others in the community, and identify ways in which they can be helped.
SU07 - describe and discuss the values and points of view of family members, of significant non-familial adults, and of peers.
SU08 - discuss values reflected by choices of activities.
SU09 - discuss the pros and cons of following and of not following laws, rules, and standards of behavior.
SU10 - demonstrate respect for the right of others to maintain their personal values within societal limits.
SU11 - demonstrate an understanding of the positive and negative treatment of groups of people.
SU12 - demonstrate an appropriate response to someone who is using language, humor, or actions that are oppressive to an individual or a group of people.
SU13 - discuss community and societal values or standards; examine reasons for following or not following them; and discuss the consequences of such choices.
SU14 - engage in values-clarification activities.
SU15 - manage situations that test personal values.
SU16 - identify and discuss major organizations and world figures known for their contributions to the well-being of others.

SW01 - identify and name her teacher, classroom aides, and classmates.
SW02 - obtain the teacher’s attention in acceptable ways.
SW03 - identify his own classroom and the major areas o the classroom.
SW04 - participate in small-group activities and whole-class activities, following the teacher’s direction actively and cooperatively.
SW05 - follow simple classroom and school rules and routines.
SW06 - keep materials organized at her own desk.
SW07 - identify and assume individual classroom responsibilities.
SW08 - seek assistance appropriately when faced with a problem in beginning or completing an assignment.
SW09 - initiate and complete school assignments within the allotted classroom time.
SW10 - participate with other students in both leadership and follower roles.
SW11 - state the name and location of the school.
SW12 - identify ways in which people learn from each other.
SW13 - use unstructured time constructively and independently for a short period during the school day.
SW14 - maintain personal and school materials in the classroom and throughout the school day.
SW15 - participate in class discussions.
SW16 - complete class assignments and homework on time.
SW17 - follow classroom and school routines and procedures.
SW18 - volunteer to perform classroom chores as needed or requested.
SW19 - make a report to a small group or the class.
SW20 - discuss current school events.
SW21 - demonstrate concern for the quality of his work.
SW22 - cooperate with a small group to complete a class project.
SW23 - evaluate personal strengths and weaknesses in regard to academic subjects, and develop positive strategies for remedying weaknesses.
SW24 - begin to identify educational service options for which she may qualify as a student with a disability.
SW25 - identify and follow school rules.
SW26 - take the initiative in solving school-related problems.
SW27 - complete short- and long-term assignments on time.
SW28 - participate in schoolwide activities.
SW29 - use school support personnel as needed.
SW30 - describe the educational service options for which he may qualify as a student with a disability, including the possible advantages and disadvantages of each option.
SW31 - participate in planning her own Individual Education Plan (IEP).
SW32 - explore realistic options for future educational and career education programming and the rehabilitation services which can help to make these possible.
SW33 - make arrangements for and take college entrance exams.
SW34 - anticipate concerns instructors might have about having a visually impaired person as a student, and plan ways to alleviate these concerns.
SW35 - assume responsibility for obtaining her own supplies, readers, books, and other services or materials for classes.