Skip to main content
sign in
Username
Password
forgot?
Sign up
Share
help_outline
help
Pricing
Request Info
Please enable JavaScript on your web browser
menu
iRubric: Social Thinking Middle school rubric
find rubric
Your browser does not support iframes.
(draft)
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
Social Thinking Middle school
Social Thinking Middle school
Rubrics to measure Social Thinking objectives for social skills groups.
Rubric Code:
ZX8742B
By
lathas
Draft
Public Rubric
Subject:
Communication
Type:
Assessment
Grade Levels:
6-8
Your browser does not support iframes.
Desktop Mode
Mobile Mode
Social Thinking skills
Needs Instruction
1 pts
Emerging (More than 2 prompts)
2 pts
Practicing/Expected (2 prompts)
3 pts
Expert/Independent (no prompts)
4 pts
Expected Reactions
Needs Instruction
Typically over-reacts. Needs constant support from adults to react in an expected manner.
Emerging (More than 2 prompts)
Inconsistent reactions and responses to peers or adults regarding a planned activities. Adults intermittently intervene.
Practicing/Expected (2 prompts)
Somewhat consistent responses to peers and adults with planned activity. Minimal adult cues.
Expert/Independent (no prompts)
Demonstrates responses and reactions to peers in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Expected/Unexpected Behaviors
Needs Instruction
Is not able to identify or label expected to unexpected behaviors of self or other peers for a situation or setting without constant adult cues or support.
Emerging (More than 2 prompts)
Inconsistent ability to identify or label expected or unexpected behaviors or self or other peers for a situation or setting. Intermittent adult cues and support is needed.
Practicing/Expected (2 prompts)
Somewhat consistent ability to identify and label an expected or unexpected behaviors of self or peers for a situation or setting. Minimal adult cues and support are needed.
Expert/Independent (no prompts)
Demonstrates the ability to identify or label most expected or unexpected behaviors of self or peers for a situation or setting. Adult cues are similar to other peers in the setting.
Thinking/Saying Thoughts
Needs Instruction
Does not understand the concept of Thinking versus Saying thoughts. Needs constant adult support and cues to use expected thoughts in a peer group.
Emerging (More than 2 prompts)
Inconsistent use of Thinking/Saying thoughts. Intermittent adult cues and support needed when interacting in a group.
Practicing/Expected (2 prompts)
Somewhat consistent use of Thinking/Saying thoughts. Can occasionally state when self or others have/have not used Thinking/Saying thoughts in an expected manner.
Expert/Independent (no prompts)
Demonstrates and uses Thinking/Saying thoughts with peers and adults in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Hidden Rules
Needs Instruction
Does not understand the concept of Hidden rules. Needs constant adult support and cues to identify and label hidden rules in a situation or setting.
Emerging (More than 2 prompts)
Inconsistent ability to identify and label Hidden rules in varying situations and settings. Intermittent adult cues and support are needed.
Practicing/Expected (2 prompts)
Somewhat consistent ability to identify and label hidden rules in varying situations and settings. Minimal adult cues and support are needed.
Expert/Independent (no prompts)
Demonstrates the ability to identify and label hidden rules in most situations in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Non-verbal Language
Needs Instruction
Is not aware of and cannot read/interpret non-verbal language. Needs constant adult cues and prompts.
Emerging (More than 2 prompts)
Inconsistent awareness and understanding of non-verbal language. Needs intermittent adult cues and support to label and/or explain non-verbal language.
Practicing/Expected (2 prompts)
Somewhat consistent awareness and understanding of non-verbal language. Minimal adult support to label and/or explain non-verbal language.
Expert/Independent (no prompts)
Demonstrates awareness of non-verbal language. Can identify, label and/or explain different types of non-verbal language. Adult cues are similar to other peers in the setting.
Social Fake
Needs Instruction
Does not understand the concept of the social fake or why it is important.
Emerging (More than 2 prompts)
Understands that people do the social fake but is reluctant to do it themselves.
Practicing/Expected (2 prompts)
May attempt to do the social fake but still needs prompts.
Expert/Independent (no prompts)
Displays ability to do the social fake in appropriate situations
Tone of Voice
Needs Instruction
Does not use proper tone of voice
Emerging (More than 2 prompts)
Needs adult models to imitate for proper use.
Practicing/Expected (2 prompts)
Needs cues to modify tone.
Expert/Independent (no prompts)
Appropriately uses tone of voice in a variety of situations
Subjects:
Communication
(General)
Types:
Assessment
Discuss this rubric
You may also be interested in:
More rubrics by this author
More Communication rubrics
More Assessment rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
This rubric is still in draft mode and cannot be scored. Please change the rubric status to
ready to use
.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n98
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.