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iRubric: On-task and transition behaviors following sensory input rubric

iRubric: On-task and transition behaviors following sensory input rubric

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On-task and transition behaviors following sensory input 
On-task and transition behaviors following sensory input
To measure effectivness of sensory break on increasing Joseph's sustained focus and transition behaviors following sensory input
Rubric Code: M239957
By BrendaOT
Ready to use
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Classroom Expectations
  No Attempt at Mastery

0 pts

Basic

2 pts

Mastery

3 pts

Advanced

4 pts

Ready to work

No Attempt at Mastery

Student returned from sensory input and demonstrated no positive increase in work/attention to task behaviors. <BR>
<BR>
No change
Basic

Student returned from sensory input and demonstrated :<BR>
calmer body,<BR>
decrease self-distraction<BR>
willingness to complete work <BR>
<BR>
<BR>
Minimal improvement
Mastery

Student returned from break and demonstrated :<BR>
calmer body,<BR>
decrease in self-distraction<BR>
willingness to complete work <BR>
<BR>
<BR>
Moderate improvement
Advanced

Student returned from break and demonstrated :<BR>
<BR>
calmer body,<BR>
decrease in self-distraction<BR>
willingness to complete work <BR>
<BR>
Independent functioning
Participation

No Attempt at Mastery

Student did not participate in the activity at all upon returning from sensory break <BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
No change in behavior following break
Basic

Student was slow to participate in the activity. Only participated 50% of class time.<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
Minimal participation
Mastery

Student participated in the activity for 75% of class time.<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
<BR>
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<BR>
Moderate participation
Advanced

Student was constantly active and participated in the activity for 90% or more of class time.
Cooperation

No Attempt at Mastery

Student did not follow directions and rules. Student argued with classmates or teacher concerning the task. Did not assist other students.<BR>
<BR>
No change following sensory break
Basic

Student followed directions and rules 50% of class time. Occasionally argued with others concerning the task. Student was not able to assist other students, although the attempt was made.<BR>
<BR>
Minimal cooperation following break
Mastery

Student followed directions and rules for the majority of class. He/she did not argue with others concerning the task, and when asked, assisted other students.<BR>
<BR>
Moderate cooperation following break
Advanced

Student followed directions and rules for the entire class time. Student shared his/her creative ideas and encouraged other students.
Voice /noise level

No Attempt at Mastery

Many warnings were given to student concerning voice and noise level, but student did not correct.<BR>
<BR>
No change following sensory break
Basic

When warnings were given regarding voice and noise level being too loud, student responded positively.<BR>
Student was given two warnings.<BR>
<BR>
Minimal change in voice level
Mastery

Student's voice and noise level was acceptable for the most part. Only one warning was given concerning noise.<BR>
<BR>
Moderate positive change in voice level
Advanced

Student's noise level was not an issue. No warnings were given.<BR>
<BR>
<BR>
<BR>
Worked at an appropriate voice volume for returning task
Follow Directions

No Attempt at Mastery

Student was unable to follow directions due to being off task
<BR>
<BR>
No change in behaviors following sensory break
Basic

Student followed the directions, but only minimally. <BR>
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<BR>
<BR>
Minimum change in ability to focus on directions
Mastery

Student completely followed all directions. When confused, student asked teacher for help in understanding the task.<BR>
<BR>
Moderate positive change in focus on directions
Advanced

Student followed all directions when requested <BR>
<BR>
<BR>
<BR>
Independent following instruction



Keywords:
  • sensory input



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