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iRubric: Social Thinking rubric

iRubric: Social Thinking rubric

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Social Thinking Social Thinking Rubrics to measure Social Thinking objectives for Speech and Language. Rubric Code: CX62695 By roxbee Draft Public Rubric Subject: Education Type: Assessment Grade Levels: K-5

Social Thinking target/concept
	Date and Score (N/A)	poor 1 pts	poor-fair 1.5 pts	fair 2 pts	fair-good 2.5 pts	good 3 pts	excellent 4 pts
Whole Body Listening	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Does not use Whole Body Listening skills (eyes, ears, mouth, hands, feet, body, brain, heart) even with adult support and visual cues to assist.	poor-fair Is on occasion able to use Whole Body Listening skills (eyes, ears, mouth, hands, feet, body, brain, heart). Needs considerable adult cues and prompts.	fair Inconsistent use of Whole Body Listening. Visuals and adult support are needed to bring awareness to areas of need during group interactions.	fair-good Somewhat consistent use of Whole Body Listening. Visual and moderate adult support are needed to bring awareness to areas of need during group interactions.	good Nearly consistent use of Whole Body Listening in a peer group. Needs minimal use of visuals or adult support.	excellent Using Whole Body Listening in a consistent manner in a peer group. Adult cues similar to other peers in the setting.
Thinking With Eyes	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Does not understand the concept of "thinking with your eyes". Needs constant adult cues, prompts and visuals to identify and understand the concept.	poor-fair Is on occasion able to understand the concept of "thinking with your eyes". Needs considerable adult cues, prompts and visuals to identify and understand the concept.	fair Inconsistent use of eyes to think about others during routines (small groups). Many adult cues, prompts and/or visuals are needed often.	fair-good Somewhat consistent use of eyes to think about others during routines (small groups). Moderate adult cues, prompts and/or visuals are needed.	good Nearly consistent use of eyes to think about others. Minimal adult cues, prompts or visuals are needed.	excellent Using eyes to think about others in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Non-verbal Language	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Is not aware of and cannot read/interpret Non-verbal Language (facial expressions, body language, tone of voice). Needs constant adult cues and prompts.	poor-fair Is on occasion able to read/interpret Non-verbal Language (facial expressions, body language, tone of voice). Needs considerable adult cues and prompts.	fair Inconsistent awareness and understanding of Non-verbal Language. Needs many adult cues and support to identify, label and/or explain Non-verbal Language.	fair-good Somewhat consistent awareness and understanding of Non-verbal Language. Needs moderate adult support and cues to help identify, label and/or explain Non-verbal Language.	good Nearly consistent awareness and understanding of Non-verbal Language. Minimal adult support and cues to help identify, label and/or explain Non-verbal Language.	excellent Demonstrates awareness of Non-verbal Language. Can identify, label and/or explain different types of Non-verbal Language. Adult cues similar to other peers in the setting.
Expected/Unexpected Behaviors	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Is not able to identify or label expected or unexpected behaviors of self or other peers for a situation or setting without constant adult cues or support.	poor-fair Is on occasion able to identify or label expected or unexpected behaviors of self or other peers for a situations. Considerable adult cues, support or visuals are needed.	fair Inconsistent ability to identify or label expected or unexpected behaviors of self or other peers for a situation or setting. Many adult cues, support or visuals are needed.	fair-good Somewhat consistent ability to identify or label expected or unexpected behaviors of self or other peers for a situation or setting. Moderate adult cues, support or visuals are needed.	good Nearly consistent ability to identify and label an expected or unexpected behaviors of self or peers for a situation or setting. Minimal adult cues, support or visuals are needed.	excellent 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.
Understands the Group Plan	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Is not able to understand the group plan and expected behavior of attending to others unless provided with constant adult support and cues.	poor-fair Is on occasion able to understand the group plan and expected behavior of attending to others unless provided with considerable adult cues, prompts or visuals.	fair Inconsistent ability to state the group plan when given both visual and verbal prompts. Many adult cues and support are needed.	fair-good Somewhat consistent ability to state the group plan when given visual or verbal prompts. Moderate adult cues and support are needed.	good Nearly able to state the group plan when given either visual or verbal prompts (less structure). Minimal adult cues and support are needed.	excellent Able to state the group plan when asked, "what's the plan?". Adult cues are similar to other peers in the setting.
Distinguishes Group vs Own Plan	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Does not understand concept of Group vs Own Plan. Constant adult cues, support or visuals are needed.	poor-fair Is on occasion able understand the concept of Group vs Own plan. Considerable adult cues, support or visuals are needed.	fair Can inconsistently identify if someone else is following the group plan or his/her own plan. Many adult cues, support or visuals are needed.	fair-good Can somewhat consistently identify if someone is following the group plan or his/her own plan. Moderate adult cues, support or visuals are needed.	good Nearly able to identify if he/she is following the Group plan or his/her Own Plan. Minimal adult cues, support or visuals are needed.	excellent Able to state or otherwise show the concept of knowing about Group Plan versus Own Plan. Adult cues similar to other peers in the setting.
Size of the Problem	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Does not understand the concept that there are different sized problems and over-reacts to all problems (unexpected). Constant adult support and cues are needed.	poor-fair Is on occasion able to understand the concept that there are different sized problems many times over-reacts to problems (unexpected). Considerable adult cues, support and visuals are needed.	fair Inconsistent ability to identify the size of the problem and if their reaction matches the problem size. Seeing some expected and unexpected reactions. Intermittent adult cues and support are needed.	fair-good Somewhat consistent ability to identify the size of the problem and if their reaction matches the problem size. Seeing more expected and fewer unexpected reactions. Moderate adult cues, support and visuals are needed.	good Nearly consistent ability to identify the size of the problem and if the reaction matches the size of problem. Many expected reactions noted. Minimal adult cues and support are needed.	excellent Demonstrates the ability to identify the size of the problem and reacts in an expected manner according to the problem size. Adult cues are similar to other peers in the setting.
Expected Reactions	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Typically over-reacts. Needs constant support from adults to react in an expected manner.	poor-fair Is on occasion able to react and respond in an expected manner to peers or adults regarding a planned activity. Considerable adult cues, support or visuals are needed.	fair Inconsistent expected reactions and responses to peers or adults regarding a planned activities. Many adult cues, support or visuals are needed.	fair-good Somewhat consistent expected reactions and responses to peers and adults regarding a planned activity. Moderate adult cues, support or visuals are needed.	good Nearly consistent expected responses to peers and adults with planned activity. Minimal adult cues, support or visuals are needed.	excellent Demonstrates responses and reactions to peers in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Thinking/Saying Thoughts	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Does not understand the concept of Thinking versus Saying thoughts. Needs constant adult cues, support or visuals to use expected thoughts in a peer group.	poor-fair Is on occasion able to understand and use Thinking vs Saying thoughts. Needs considerable adult cues, support or visuals to use expected thoughts in a peer group.	fair Inconsistent use of Thinking/Saying thoughts. Many adult cues, support or visuals needed when interacting in a group to verbalize in an expected manner.	fair-good Somewhat consistent use of Thinking/Saying thoughts. Needs moderate adult cues, support or visuals when interacting in a group to verbalize in an expected manner.	good Nearly consistent use of Thinking/Saying thoughts. Can often state when self or others have/have not used Thinking/Saying thoughts in an expected manner. Minimal adult cues, support or visual are needed.	excellent 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.
Uncomfortable Thoughts	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Does not understand or cannot take the perspective of another to identify or label what uncomfortable thoughts someone may be thinking based on behaviors. Constant adult cues and support is necessary.	poor-fair Is on occasion able to take the perspective of another to identify or label what uncomfortable thoughts someone may be thinking based on behaviors. Considerable adult cues, support or visuals are needed.	fair Inconsistent ability to identify or label an uncomfortable thought that someone may have or that they may think about someone based on behavior. Many adult cues, support or visuals are needed.	fair-good Somewhat consistent identify or label an uncomfortable thought that someone may have or that they may think about someone based on behavior. Moderate adult cues, support or visuals are needed.	good Nearly consistent ability to identify and label an uncomfortable thought that someone may have or they may have of someone based on behavior. Minimal adult cues and support are needed.	excellent Demonstrates the ability to identify and label most uncomfortable thoughts that someone may have or they may have based on behavior. Adult cues are similar to other peers in the setting.
Smart vs Wacky Guesses	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Is not able to "read the situation" (use clues that you see, hear, know) and infer what action to take based on the situation. Constant adult cues and support is needed.	poor-fair Is on occasion able to "read the situation" (use clues that you see, hear, know) and infer what action to take based on the situation. Considerable adult cues, support and visuals are needed.	fair Inconsistent ability to "read the situation", but can make some inferences about what action to take based on the situation. Many adult cues, support and visuals are needed.	fair-good Somewhat consistent "read the situation" (use clues that you see, hear, know) and infer what action to take based on the situation. Moderate adult cues, support and visuals are needed.	good Nearly consistent ability to "read the situation". Able to use clues regarding situation and infer what actions to take based on clues. Minimal adult cues and support is needed.	excellent Demonstrates the ability to "read the situation", make smart guesses/inferences regarding what actions to take. Adult cues similar to other peers in the setting.
Hidden Rules	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Does not understand the concept of Hidden rules. Needs constant adult cues, support and visuals to identify and label hidden rules in a situation or setting.	poor-fair Is on occasion able to understand the concept of Hidden rules. Needs considerable adult cues, support and visuals to identify and label hidden rules in a situation or setting.	fair Inconsistent ability to identify and label Hidden rules in varying situations and settings. Intermittent adult cues, support and visuals are needed.	fair-good Somewhat consistent understand the concept of Hidden rules. Needs moderate adult cues, support and visuals to identify and label hidden rules in a situation or setting.	good Nearly consistent ability to identify and label hidden rules in varying situations and settings. Minimal adult cues and support are needed.	excellent 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.
Social Behavior Mapping	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Does not understand the concept of Social Behavior Mapping to explain his/her social responsibility tied to figuring out hidden rules. Adult support/cues are needed to define all areas.	poor-fair Is on occasion able to understand the concept of Social Behavior Mapping to explain his/her social responsibility tied to figuring out hidden rules. Considerable cues, support and visuals are needed to define all areas.	fair Inconsistent ability to provide examples of one of more areas in order to behavior map: situation, expected/unexpected behaviors, reactions of others or self. Intermittent adult cues, support and visuals are needed.	fair-good Somewhat consistent ability to provide examples of one of more areas in order to behavior map: situation, expected/unexpected behaviors, reactions of others or self. Moderate adult cues, support and visuals are needed.	good Nearly consistent ability to label provide examples of one of more areas to behavior map a social situation. Minimal adult cues and support are needed.	excellent Demonstrates the ability to identify and label all areas related to social behavior mapping a situation. Adult cues are similar to other peers in the setting.
Flexible/Inflexilbe Thinking	Date and Score Sep Oct Nov Dec/Jan Feb Mar Apr May Jun	poor Is not aware of inflexible thinking patterns and unexpected behaviors that self or others exhibit. Constant adult cues, support and "Unthinkables" visuals are needed.	poor-fair Is on occasion able to be aware of inflexible thinking patterns and unexpected behaviors that self or others exhibit. Considerable adult cues, support and "Unthinkables" visuals are needed.	fair Inconsistent ability to identify or show awareness of inflexible patterns and behaviors. in self or others. Some ability to describe an "Unthinkable" that represents the unexpected behavior. Intermittent adult support and cues are needed. Replacement behaviors used with adult support.	fair-good Somewhat consistent ability to identify or show awareness of inflexible patterns and behaviors in self or others. Intermittent ability to describe an "Unthinkable" that represents the unexpected behavior. Moderate adult cues, support or visuals are needed.	good Nearly consistent ability to identify or show awareness of inflexible patterns and behaviors in self and others. Often able to identify the "Unthinkable" that represents the unexpected behavior and use occasional strategies to change behavior. Minimal adult support and cued are needed.	excellent Demonstrates the ability to identify and show awareness of inflexible patterns and unexpected behaviors in self and others. Can identify correct "Unthinkable" and some strategies to change behavior. Little adult support is needed.

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