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iRubric: Executive Functioning Skills/Prag Commun rubric
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Executive Functioning Skills/Prag Commun
Executive Functioning Skills - Performance Task
Exec fx and Social Pragmatics; hidden social curriculum
Rubric Code:
H236CC5
By
Kasman
Ready to use
Public Rubric
Subject:
Education
Type:
(Other)
Grade Levels:
6-8, 9-12
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Executive Functioning/Social Pragmatics
Instructional
1 pts
Emerging
2 pts
Independent
3 pts
Organization/Planning
Instructional
-Has no systems of organization to track assignments, activities ( ie calendar, folders, etc)
-If system is chosen to use, does not use to manage assignments, notes, due dates, etc.
-Unwilling to learn to use a system
Emerging
--Requires support to break down larger tasks into manageable parts
- Requires support to develop and use chosen system (calendar, checklist, etc)
-Is willing to learn and tries to use a system
Independent
-Student able to break larger task inot manageable parts with independence
- Student able to develop and use organizational system (calendar, checklist, etc)
-System of organization is a habit
Time Mgmt./Uses Time Wisely
Instructional
-Multiple cues (over 5) to return to task
-Does not complete assigned tasks in class
-Consistently late to start class or assigned work
-Does not do work at home
Emerging
-Occasional cues (2-3) from teacher to return to task at hand
-Completes over 50% work in class
-Late to class 1-2 times/week
- Willing to complete missing work at home most of the time
Independent
-Asks for help when needed
-Redirects self without cues from teacher
-Works consistently in class to complete work
-Arrives to class on time and is ready to begin work time.
-Routinely and without reminding, uses time at home to complete work
Self-Control/Management
Instructional
-Disrupting teacher and instruction
-Disrupting peers'/classmates' attention to task
Behavior/words inappropriate to situation/context/mood
-Does not maintain goal-directed momentum or request assistance when shifting between activities, subjects, strategies or mood
Emerging
-1-2 individual cues to return to task.
-Requires prompting to correct class disruption or to correct behavior/words inappropriate to situation/mood/context
-Requires prompting to regain momentum or request assistance when shifting between activities, subjects, strategies or mood
Independent
-Returns to task when given large group cue.
-Independently maintains attn to tasks
-Self-corrects behavior/words which do not match context, situation, mood AND/OR independently regains momentum during a shift between activities, subjects, strategies or mood.
-Independently requests assistance
Self Advocacy
Instructional
-Student makes no effort or does not perceive that he/she requires assistance or can create a request
Emerging
-Requires prompts to identify a need
-Requires assistance in identifying a need and prompting to request assistance or request what is needed
Independent
-Independently identifies a need
-Independently makes a request for assistance or makes a direct request for what is needed
Communication
Instructional
The student requires frequent cues and instructional supports to engage with others and use the expected nonverbal and vernal communication skills needed for a communication
The student may be able to express himself but does not always know the hows or whens to apply the communicative processes
Emerging
With minimal prompting, the student is able to simultaneously engage and use the expected non verbal and verbal communication skill needed for effective communication.
The student may require some assistance and direction in 1-2 of the previous communicative processes. The student usually knows when to ask assistance.
Independent
The student is mostly independently able to
1 Observe the context and understand the expected behaviors for the situation
2 Interpret the nonverbal and verbal messages
3. Use information including prior knowledge and shared experiences to predict the needs of communicative partners(s).
4. Convey an expected nonverbal and verbal message
5. Consider the thoughts and feelings of others
6. Monitor and adjust behaviors based on the reactions of others.
Perspective Taking
Instructional
The student is aware they have thoughts and feelings but believes everyone else either shares or would share the same belief
Emerging
Although the student can imagine another person's thoughts and feelings and is aware that others have different perspectives, they cling to the belief that their view is correct. When perspective-taking skills are emerging, the student will often repeat their response or behavior with the belief that others will eventually understand.
Independent
Perspective-taking or the ability to process and respond to one's own thoughts and feelings, as well as what they believe other people are thinking and feeling is considered developmentally appropriate, The student' is able to view a situation or context from the point of view of another person and gauge their own responses or behaviors in a manner that will likely result in a desired outcome.
Identify Hidden Curriculum
Instructional
The student is unable to recognize the expected rules for behavior in a setting without consistent prompts,The student requires adult mediation to participate in the group or classroom contexts. The student requires frequent corrective directives for adjusting and modifying behaviors in the given environment..(in class we need to ...)
Emerging
The student is able to identify a few of the expected rules or behaviors for a group or context, but needs frequent cues to monitor and adjust verbal and nonverbal actions, The student requires 3-5 prompts during 20 minute observation..."what do you think or in this setting others expect you to...."
Independent
The student is able to identify most of the expected rules and behaviors for a group or context. They use the information to monitor verbal and nonverbal actions with minimal adult cuing. The student uses observation skills and thinking to monitor behavior and actions as needed.
Student may require 1 indirect prompt during 10 minute observation..."what do you think are the expectations?"
Keywords:
Executive Functioning - Social Pragmatics, hidden curriculum
Subjects:
Test Preparation
Education
(General)
Types:
Assignment
Assessment
(Other)
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