This pilot study examined the content validity of Listening, Acknowledging and Sharing (LAS), a tool designed to measure skills that involve active listening, empathy and perspective taking aimed towards the development of prosocial skills. Grade six pupils were engaged in triadic interaction as talker, listener and observer. Four quantitative and two qualitative measures comprised the analysis that sought evidence for the construct’s internal validity. The correlation matrix provided information on dimensions for the regression model. Seven dimensions significantly comprised the regression model for LAS namely: paraphrasing, acknowledging, checking for understanding, owning feelings, awareness, wording and encouraging. Accuracy of the measures were evidenced by the minimization of variance errors, an acceptable range of internal consistency, theoretical soundness through measurement of actual involvement where statistical factors match with rational structures. Further studies that would enhance the construct’s internal validity and establish the instruments’ external validity is recommended.