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iRubric: Use of Intelligibility Strategies rubric

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Use of Intelligibility Strategies Use of Intelligibility Strategies This rubric is to assess a students speech intelligibility during connected language (sentences, reading, conversation) in different settings (1:1 speech session, classroom, social). Rubric Code: FXB5238 By Tetaweeze Ready to use Public Rubric Subject: Communication Type: Assessment Grade Levels: K-5, 6-8

Use of Speech Strategies
	1 1 pts	2 2 pts	3 3 pts	4 4 pts
Speech Errors	1 When the student is difficult to understand, student requires adult to request repetition greater than four times within the same utterance to be understood.	2 When the student is difficult to understand, student requires adult to request repetition 3-4 times within the same utterance to be understood.	3 When the student is difficult to understand, student requires adult to request repetition 1-2 times within the same utterance to be understood.	4 When the student is difficult to understand, student is able to determine that he/she has not been understood using their communication partner's body language (e.g., confused look) and repeats the utterance.
Rate of speech	1 Student speaks rapidly making conversation difficult to understand most of the time. Doesn't change rate even with prompts to speak slowly.	2 Student speaks rapidly making conversation difficult to understand at least some of the time and requires more than one prompt to speak slowly.	3 Student speaks rapidly making conversation difficult to understand some of the time but responds appropriately to a single prompt to speak slowly or expression of listener that they are not understanding.	4 Student speaks at a normal rate most of the time. Student may occasionally speak rapidly but recognizes listener not understanding and corrects rate.
Pacing Strategies	1 Student does not use pacing strategies (e.g. use of pacing boards, tactile cues), even when prompted.	2 Student uses pacing strategies(e.g. use of pacing boards, tactile cues) given a verbal and visual model.	3 Student uses pacing strategies(e.g. use of pacing boards, tactile cues) given a verbal prompt.	4 Student uses pacing strategies(e.g. use of pacing boards, tactile cues) independently as a communication repair strategy.
Self-correction/aware	1 Student talks without being understood and without any attempts to correct errors.	2 Student shows awareness of not being understood by repeating what is said without attempts to repair error sounds. Gives up without being understood.	3 Student attempts to repair error sounds when prompted or when asked to repeat.	4 Student repairs any errors noted without prompts or being asked to repeat.