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iRubric: School-Age Focus On Fluency Rubric

iRubric: School-Age Focus On Fluency Rubric

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School-Age Focus On Fluency Rubric 
School-Age Focus On Fluency Rubric
An assessment of fluency students' knowledge and attitudes about stuttering, basic communication skills, and effective usage of fluency shaping and stuttering modification strategies.
Rubric Code: VXXB8A3
By FosterJ
Ready to use
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric School-Age Focus On Fluency Rubric
An assessment of fluency students' knowledge and attitudes about stuttering, basic communication skills, and effective usage of fluency shaping and stuttering modification strategies.
  Level 0

Not Demonstrated

0 pts

Level 1

Emerging

1 pts

Level 2

Progressing

2 pts

Level 3

Meets Expectations

3 pts

Level 4

Exceeds Expectations

4 pts

Education

Demonstrates adequate knowledge about the components involved in talking, communicating, and stuttering, including: lower diaphragmatic breathing (belly breathing), relaxation, visual imagery, and the body parts used for speech production.
Discriminates between fluent and dysfluent speech, and is able to recognize and describe secondary characteristics.
Level 0

Given a verbal and/or visual cue:
--Not yet able to identify the body parts used for speech production.
--Not yet able to discriminate between fluent and dysfluent speech.
--Not yet able to recognize or describe secondary characteristics.
--Not yet able to demonstrate lower diaphragmatic breathing (belly breathing)
--Not yet able to describe or demonstrate relaxation.
--Not yet able to describe or demonstrate visual imagery.
Level 1

Given a verbal and/or visual cue:
--Able to identify the body parts used for speech production.
--Able to discriminate between another person's fluent and dysfluent speech.
--Not yet able to recognize or describe secondary characteristics.
--Not yet able to demonstrate lower diaphragmatic breathing (belly breathing)
--Not yet able to describe or demonstrate relaxation.
--Not yet able to describe or demonstrate visual imagery.
Level 2

Given a verbal and/or visual cue:
--Able to identify the body parts used for speech production.
--Able to discriminate between other's fluent and dysfluent speech.
--Able to recognize own or other's secondary characteristics.
--Not yet able to demonstrate lower diaphragmatic breathing (belly breathing)
--Able to describe relaxation.
--Able to describe visual imagery.
Level 3

Given a verbal and/or visual cue:
--Able to name the body parts used for speech production.
--Able to discriminate between other's and student's own fluent and dysfluent speech.
--Able to recognize and describe own or other's secondary characteristics.
--Able to demonstrate lower diaphragmatic breathing (belly breathing)
--Able to describe and demonstrate relaxation.
--Able to describe and demonstrate visual imagery.
Level 4

Independently:
--Able to name body parts used for speech production.
--Able to discriminate between student's own and other's fluent and dysfluent speech.
--Able to recognize and describe own AND other's secondary characteristics.
--Able to demonstrate lower diaphragmatic breathing (belly breathing)
--Able to describe and demonstrate relaxation.
--Able to describe and demonstrate visual imagery.
--Able to identify facts and myths about stuttering.
Desensitization

Demonstrates an adequate reduction in negative emotions about stuttering such as fear and embarrassment, demonstrates knowledge and provides examples of the different ways of stuttering, talks about feelings, and successfully progresses through the hierarchies of difficult speaking situations.
Level 0

--Not yet making positive comments or associations about his or her speech.
--Not yet using appropriate eye contact.
--Not yet exhibiting a positive body posture when speaking.
--Does not yet participate in discussions about stuttering.
Level 1

--Makes positive comments or associations about his or her speech.
--Beginning to use appropriate eye contact.
--Not yet exhibiting a positive body posture when speaking.
--Does not yet participate in discussions about stuttering.
Level 2

--Makes positive comments or associations about his or her speech.
--Able to use appropriate eye contact 50% of the time.
--Exhibits a positive body posture when speaking 50% of the time.
--Occasionally participates in discussions about stuttering.
Level 3

--Makes positive comments or associations about his or her speech.
--Able to use appropriate eye contact 80% of the time.
--Exhibits a positive body posture when speaking 80% of the time.
--Consistently (80%)participates in discussions about stuttering.
Level 4

--Makes positive comments or associations about his or her speech.
--Able to use appropriate eye contact 90% of the time or more.
--Exhibits a positive body posture when speaking 90% of the time or more.
--Consistently (100%)participates in discussions about stuttering.
--Educates peers and/ or adults about stuttering.
Basic Communication

Demonstrates adequate use of eye contact, wait time, pausing during speech, and turn-taking skills during conversations.
Level 0

--Not yet able to demonstrate appropriate eye-contact, wait-time, pausing, or turn-taking in conversation.
Level 1

--In 60% of opportunities, student is able to demonstrate appropriate eye contact and wait-time
in conversation.
Level 2

--In 60% of opportunities, student is able to demonstrate appropriate eye contact, wait-time, and turn-taking in conversation.
Level 3

--In 80% of opportunities, student is able to demonstrate appropriate eye contact, wait-time, pausing, and turn-taking in conversation.
Level 4

--In 80% (or more) of opportunities, student is able to demonstrate appropriate eye contact, wait-time, pausing, and turn-taking in conversation.
--In 60% (or more) of opportunities, generalizes all basic communication skills in a variety of settings, including the general education classroom.
Fluency Shaping

Demonstrates adequate use of Fluency Shaping strategies such as Light Articulatory Contacts, Easier Onset, and Continuous Phonation during conversations.
Level 0

--Not yet able to identify or use any Fluency Shaping Strategies.
Level 1

--Uses 1 or more Fluency Shaping strategies at the word and phrase levels with 80% accuracy given a visual and/ or verbal cue.
Level 2

--Uses 1 or more Fluency Shaping strategies at the sentence and reading levels with 80% accuracy given a visual and/ or verbal cue.
Level 3

--Uses 1 or more Fluency Shaping strategies in structured conversation with 80% accuracy given a visual and/ or verbal cue.
Level 4

--Uses 1 or more Fluency Shaping strategies in unstructured conversation with 80% accuracy (or greater) given a visual and/ or verbal cue.
Stuttering Modification

Demonstrates adequate use of Stuttering Modification Strategies such as Cancellations, Pull-Outs, and Fake Stutters during conversations.
Level 0

--Not yet able to identify or use any Stuttering Modification Strategies.
Level 1

--Uses 1 or more Stuttering Modification strategies at the word and phrase levels with 80% accuracy given a visual and/ or verbal cue.
Level 2

--Uses 1 or more Stuttering Modification strategies at the sentence and reading levels with 80% accuracy given a visual and/ or verbal cue.
Level 3

--Uses 1 or more Stuttering Modification strategies in structured conversation with 80% accuracy given a visual and/ or verbal cue.
Level 4

--Uses 1 or more Stuttering Modification strategies in unstructured conversation with 80% accuracy (or greater) given a visual and/ or verbal cue.



Keywords:
  • fluency, stuttering, fluency strategies

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