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iRubric: Self-advocacy Chart (Social Skills) rubric

iRubric: Self-advocacy Chart (Social Skills) rubric

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Self-advocacy Chart (Social Skills) 
Social skills/Social thinking
Rubric for adapting in social situations
Rubric Code: GXBWX8W
By meghansnyder
Ready to use
Public Rubric
Subject: Communication  
Type: Assessment  
Grade Levels: 6-8, 9-12

Powered by iRubric Self-Advocacy Chart
  Needs Instruction

1 pts

Emerging

2 pts

Developing

3 pts

Mastery

4 pts

Scoring

(N/A)

Requesting Help

GOAL 1
Needs Instruction

Jobe will demonstrate 1 of the following skills (indicate in progress column) when requesting help across 5 data collection sessions:
- Seek help from peers
- Seek help from adults
- Identifies problem
- Generates solution to problem
- Carries out solution to problem (including negotiating or compromising)
- Understands impact of not solving problem correctly
Emerging

Jobe will demonstrate 2-3 of the following skills (indicate in progress column) when requesting help across 5 data collection sessions:
- Seek help from peers
- Seek help from adults
- Identifies problem
- Generates solution to problem
- Carries out solution to problem (including negotiating or compromising)
- Understands impact of not solving problem correctly
Developing

Jobe will demonstrate 4-5 of the following skills (indicate in progress column) when requesting help across 5 data collection sessions:
- Seek help from peers
- Seek help from adults
- Identifies problem
- Generates solution to problem
- Carries out solution to problem (including negotiating or compromising)
- Understands impact of not solving problem correctly
Mastery

Jobe will demonstrate all of the following skills (indicate in progress column) when requesting help across 5 data collection sessions:
- Seek help from peers
- Seek help from adults
- Identifies problem
- Generates solution to problem
- Carries out solution to problem (including negotiating or compromising)
- Understands impact of not solving problem correctly
Scoring

Which skills?







Score: _____/4
Respond to change

GOAL 2
Needs Instruction

Jobe will demonstrate 1 of the following skills (indicate in progress column) when responding to a change in his routine or environment across 5 data collection sessions:
- Accept unexpected change
- Ignore situations/others when it is desirable to do so
- Accept mistakes without upset/anger
- Accept consequences of his behavior
- Self-regulate when tense, upset, or anxious
- Use acceptable ways to express anger/frustration
Emerging

Jobe will demonstrate 2-3 of the following skills (indicate in progress column) when responding to a change in his routine or environment across 5 data collection sessions:
- Accept unexpected change
- Ignore situations/others when it is desirable to do so
- Accept mistakes without upset/anger
- Accept consequences of his behavior
- Self-regulate when tense, upset, or anxious
- Use acceptable ways to express anger/frustration
Developing

Jobe will demonstrate 4-5 of the following skills (indicate in progress column) when responding to a change in his routine or environment across 5 data collection sessions:
- Accept unexpected change
- Ignore situations/others when it is desirable to do so
- Accept mistakes without upset/anger
- Accept consequences of his behavior
- Self-regulate when tense, upset, or anxious
- Use acceptable ways to express anger/frustration
Mastery

Jobe will demonstrate all of the following skills (indicate in progress column) when responding to a change in his routine or environment across 5 data collection sessions:
- Accept unexpected change
- Ignore situations/others when it is desirable to do so
- Accept mistakes without upset/anger
- Accept consequences of his behavior
- Self-regulate when tense, upset, or anxious
- Use acceptable ways to express anger/frustration
Scoring

Which skills?







Score: _____/4
Responsibility/Independence

GOAL 3
Needs Instruction

Jobe will bring school paperwork (including homework, assignments/projects, parent permission forms, etc.) to parent(s) and back to teachers completed with constant supervision.
Emerging

Jobe will bring school paperwork (including homework, assignments/projects, parent permission forms, etc.) to parent(s) and back to teachers completed with regular supervision and direction.
Developing

Jobe will bring school paperwork (including homework, assignments/projects, parent permission forms, etc.) to parent(s) and back to teachers completed with some supervision, occasional requests, and/or reassurance.
Mastery

Jobe will bring school paperwork (including homework, assignments/projects, parent permission forms, etc.) to parent(s) and back to teachers completed with minimal supervision and reassurance.
Scoring

Score: _____/4
Level of support

Cues needed for successful demonstration of skill development
Needs Instruction

Needs full support from adults for success. Needs multiple prompts/cues used (auditory, visual, gestural, written, modeling, etc.).
Emerging

Needs multiple cueing (either frequent repetition of one type of cue or combination of cueing types).
Developing

Needs only one type of cueing to correctly perform skill (i.e. a visual cue, verbal cue, restate directions one time, etc.).
Mastery

Adult cues are similar to others in the setting. Cues are directed toward the whole group rather than the individual student.
Scoring

Score: _____/4
Setting

Where the skills is successfully being used
Needs Instruction

Uses only in individual setting in structured therapy room with SLP or SLP-A.
Emerging

Uses only in group setting in structured therapy room with SLP or SLP-A.
Developing

Uses in 2 structured settings (i.e. therapy room, counselor's room, etc.) with familiar people.
Mastery

Uses in at least 1 structured and 1 unstructured setting with both familiar and unfamiliar people (i.e. therapy room, general education classrooms, lunch, etc.).
Scoring

Score: _____/4



Keywords:
  • Social Skills, Listening, Nonverbal Language



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