rubric gallery

Use to measure objectives with non-verbal and/or minimally verbal students

Use to measure objectives with non-verbal and/or minimally verbal students

Rubric for maintaining conversation, topic maintenance,

define exactly what the problem is, brainstorm possible options, consider the disadvantages and advantages of options, and choose the best option

Rubric for Problem Solving

Given visuals and coaching experiences, discuss what others may be thinking or feeling. Discuss perspective of others during social situations, characters in stories or videos.

Given visuals and coaching experiences, discuss what others may be thinking or feeling. Discuss perspective of others during social situations, characters in stories or videos.

Given visuals and coaching experiences, discuss what others may be thinking or feeling. Discuss perspective of others during social situations, characters in stories or videos.

Rubric for maintaining conversation, topic maintenance, joining a conversation, understanding humor

Rubric for maintaining conversation, topic maintenance, is my brain in the group, filter opinions and thoughts often, social fake and is my brain in the group?

This rubric assesses a students ability to demonstrate age appropriate class behavior and peer interaction. Criterion numbers may need to be changed and specific behaviors defined.

Rubric for Basic Social Pragmatic Skills

A Just Me person is someone who thinks only about himself. It's okay to be a Just Me when it's a time that you can do what you want to do and it won't disrupt others.

STUDENT will be able to describe the Four Steps of Communication and monitor his own use of these four steps after a structured social interaction with a score of 3/4 on an attached rubric.

Within 36 instructional weeks, STUDENT will define the difference in conversational outcomes when a) using language to ask other people questions about themselves versus b) when asking people questions that encourage talk about the student’s area of interest with a rating of 3/4 on at least 3 data collections periods on an attached social rubric.

Within 36 instructional weeks, given a hypothetical or actual problem-solving scenario reported by the student/adult or presented by the SLP, STUDENT will demonstrate basic comprehension of cognitive perspectives by: a) Explaining at least one emotion felt by each participant in the scenario, and b) explaining the intention/perspective of each participant. Criteria will be met when STUDENT is able to do both tasks with a rating of 3 on the attached rubric.

when provided social situations, STUDENT will demonstrate perspective taking skills (i.e., interpreting the social situation, determining the main character's motive, determining the other character's feelings, stating how the main character can modify their behavior)

Within 36 instructional weeks, in the intervention setting, given an actual social scenario that <STUDENT> was a part of, <STUDENT> will self-reflect upon what other peer’s perspectives/thoughts/feelings were toward his own social behavior given his interpretation of various communication signs (facial expression, body language, tone of voice) as measured by a rating of 4 or more on the attached rubric over 4 consecutive data collection events.

Rubrics to measure Social Thinking objectives for Speech and Language.

Being Part of a Group and Recognizing Expectation In a small group setting, demonstrate an understanding of expected and unexpected behaviors and how these behaviors impact how other people feel by earning 9 points on the attached rubric.