The third key in developing effective social skills programming is to monitor and evaluate program outcomes to determine if the intervention is working. This step also involves identifying personnel who will monitor, evaluate, and communicate program progress over time.
In monitoring behavior, the identified personnel should look for instances when the skill is demonstrated, the fluency of the skill, and the childs mastery of the target skills. Data collection can involve both formal and informal observations and assessments using empirically-based rating scales or surveys. Ongoing data collection allows team members to track progress on a daily, weekly, or biweekly basis. This kind of frequent monitoring can allow staff to quickly identify progress and/or areas in need of improvement in programming so as to ensure the rate of student progress to meet annual goals. Progress data should be used, then, to change social skills programming, modify goals, and/or to establish new goals and objectives.