iRubric: Perspective Taking Social Thinking Rubric

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Perspective Taking Social Thinking Rubric

1-4pt.

Rubric Code: A2W5CBX

By Karynne

Ready to use

Public Rubric

Subject: (General)

Type: (Other)

Grade Levels: 9-12

Perspective Taking use with the Social Behavior Mapping framework
	Maximum support 1 pts	Moderate Support 2 pts	Minimal Support 3 pts	Independent 4 pts
Expected/Unexpected Behaviors Identify expected behaviors/actions for self and others	Maximum support Identifies 1-2 expected/ unexpected behaviors in generic social scenarios	Moderate Support Identifies 1-2 examples of expected/unexpected behaviors for others from actual social situations	Minimal Support Identifies 1-2 examples of expected/unexpected behaviors for self from actual social situations	Independent Identifies 2 examples of expected/unexpected behaviors for self and others
Interpreting Thoughts/Feelings Identify thoughts/emotions connected to actions for self and others	Maximum support States at least one plausible idea of what another person might have been thinking/feeling	Moderate Support States at least one plausible idea of what another person might have been thinking/feeling	Minimal Support Labels feelings/thoughts of self and others in response to natural consequences (thoughts/actions) from another person (e.g. "He/she thinks that I___; that makes me feel____")	Independent States at least one thought/feeling another person would have about the expected/unexpected behavior and gives at least one example of how behavior needs to change to accomplish this.
Consequences Identify natural consequences for expected/unexpected behaviors	Maximum support Does not identify any consequences for self or others in response to an expected/unexpected action and person's feelings/emotions	Moderate Support States at least one plausible consequence based on what another person might have been thinking/feeling in relation to an expected or unexpected behavior	Minimal Support States at least one plausible consequence based on what another person might have been thinking/feeling in relation to an expected and unexpected behavior	Independent States at least two plausible consequences based on what another person might have been thinking/feeling in relation to an expected and unexpected behavior
In Class: Perspective Taking
	Maximum support 1 pts	Moderate support 2 pts	Minimal support 3 pts	Independent 4 pts
Expected/Unexpected Behaviors Identify expected behaviors/actions for self and others	Maximum support Identifies 1-2 expected/ unexpected behaviors in generic social scenarios	Moderate support Identifies 1-2 examples of expected/unexpected behaviors for others from actual social situations	Minimal support Identifies 1-2 examples of expected/unexpected behaviors for self from actual social situations	Independent Identifies 2 examples of expected/unexpected behaviors for self and others* What are you doing? What are you supposed to be doing?
Consequences Identify natural consequences for expected/unexpected behaviors	Maximum support Does not identify any consequences for self or others in response to an expected/unexpected action and person's feelings/emotions	Moderate support States at least one plausible consequence based on what another person might have been thinking/feeling in relation to an expected or unexpected behavior	Minimal support States at least one plausible consequence based on what another person might have been thinking/feeling in relation to an expected and unexpected behavior	Independent States at least two plausible consequences based on what another person might have been thinking/feeling in relation to an expected and unexpected behavior
Self-Monitoring Modify behavior/action to demonstrate expected behaviors	Maximum support When unexpected behavior is identified (by student or teacher), student does not correct behavior	Moderate support When unexpected behavior is identified (by student or teacher), student attempts to correct behavior, but may require moderate assistance/cues.	Minimal support When unexpected behavior is identified (by student or teacher), student attempts to correct behavior, but may require minimal assistance/cues.	Independent When unexpected behavior is identified (by student or teacher), student attempts to correct behavior with cues similar to what other students may need in similar circumstances.

Subjects:

(General)

Types:

(Other)

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