iRubric: Therapeutic Listening Review and Data 2 rubric

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Therapeutic Listening Review and Data 2

Rubric to review the effectiveness of therapeutic listening coupled with sensory integrative functioning to speed the emergence of: attention, self regulation, postural control, fine motor control, oral motor skills and visual motor integration. Criteria selected, specific to the needs of individual students. Not all areas need to be scored. Work completion and in class behavior criteria not to be scored as part of rubric, but included for observation review only.

Rubric Code: QXB59X8

By peggy379

Ready to use

Public Rubric

Subject: Education

Type: (Other)

Grade Levels: K-5, 6-8, 9-12

Point value
	0 Points 0 pts	1 Points 1 pts	2 Points 2 pts	3 Points 3 pts	4 Points 4 pts	5 Points 5 pts
Auditory sensitivity	0 Points Unable to function in loud enviornment <BR> i.e.:<BR> hands over ears<BR> hums/ makes noises <BR> misses oral direction<BR> distressed assembly<BR> bothered by unexpected noise	1 Points Almost always scores on the auditory portion of the Sensory School Companion <BR> <BR> Less than 10 points<BR> definite dysfunction	2 Points Frequently scores on the auditory portion of the Sensory School Companion <BR> <BR> Between 10-20 points<BR> moderate dysfunction	3 Points Occasional scores on the auditory portion of the Sensory School Companion <BR> <BR> between 20-30 points<BR> minimal dysfuntion	4 Points Seldom scores on the auditory portion of the Sensory School Companion <BR> <BR> between 30-40 points<BR> <BR> may need headphones	5 Points Almost Never scores on the auditory portion of the Sensory School Companion <BR> <BR> between 40-50 points
Focus and Attention	0 Points Does not seem to be listening during class discussion. Turns body away from teacher and/or group more than 3 times. Stares out the window. Stims, flaps or engages in finger play on more than 3 instances.	1 Points Does not seem to be listening during class discussion. Faces teacher, but has to be reminded to sit up in chair or on the carpet 4-6 times. Stims, flaps or engages in finger play in 1-2 instances.	2 Points Listens some of the time during class, but seems to be distracted by other things in the classroom or outside the window. Faces teacher, but has to be reminded to sit up in chair or on the carpet at least 2-4 time.	3 Points Listens some of the time during class, as shown by facing teacher and providing at least 1-2 instances of eye contact without prompting, but seems to be distracted by other things in the classroom or outside the window.	4 Points Listens most of the time during class, as shown by facing teacher and providing 3 or more instances of eye contact, but is sometimes distracted by another student or object.	5 Points Is always paying attention to the teacher while they are speaking. Is always attentive and appears to be highly engaged in lesson.
Self regulation	0 Points Unable to manage own behaviors. <BR> Regulation issues in most areas of sensory processing: touch, postual control, vision overload, sound, smell and taste	1 Points Needs support in most areas of self regulation. Needs sensory diet throughout the day with full teacher support<BR> <BR> <BR> <BR> <BR> Maximum support	2 Points Needs support in 1-2 areas of self regulation. Needs adult for support of breaks.<BR> <BR> <BR> <BR> <BR> <BR> <BR> <BR> <BR> Moderate support	3 Points Needs support in 1 sensory area only and can take breaks with adult verbal cue with supports in place <BR> Needs supervision<BR> <BR> <BR> <BR> <BR> <BR> <BR> <BR> Minimal support	4 Points Needs supports but is able to take breaks on own initiative and needs minimal supervision	5 Points Is able to self manage own behaviors. Needs minimal sensory supports.<BR> Can seek out own sensory tasks appropriately and independently
Postural control	0 Points Unable to maintain posture at desk or floor without<BR> slumping<BR> leaning on others<BR> excess movement	1 Points Able to maintain posture and movement control in the classroom with less than 4-6 verbal prompts from teacher <BR> Excess movement at desk	2 Points Able to maintain posture and movement control in the classroom with less than 2-4 verbal prompts from teacher <BR> Moderate movement at desk or floor	3 Points Able to maintain posture and movement control in the classroom with less than 1-2 verbal prompts from teacher <BR> Minimal movement at desk or floor	4 Points Able to maintain posture and movement control in the classroom with less than 1 verbal prompt from teacher	5 Points Sits in desk for full assignement with good posture and control.<BR> Adjusts movement as needed in appropriate manner
Fine motor control	0 Points Unable to use classroom tools effectively at developmental level for class particiption<BR> Immature: <BR> Strength <BR> Pencil control<BR> scissor control	1 Points Able to use fine motor tools at beginning level<BR> <BR> may need adaptations for grip and scissor type <BR> <BR> <BR> <BR> <BR> <BR> <BR> Maximum assistance	2 Points Able to use fine motor tools at emerging level <BR> <BR> may need adaptations for grip and scissory	3 Points Able to use fine motor tools at emerging level <BR> <BR> no adaptions needed	4 Points Able to use fine mtoor tools at compentant level for grade level. <BR> <BR> <BR> <BR> <BR> <BR> <BR> <BR> Mimimal support	5 Points Able to use fine motor skills including: <BR> hand strength<BR> pencil control <BR> scissor activities<BR> <BR> <BR> <BR> Independent
Visual Motor I.	0 Points Unable to complete visual motor integration tasks with acceptable grade level including:<BR> design copy<BR> letters/numbers<BR> scissor activities	1 Points Completes visual motor tasks within 25 % accuracy and completion for letters, numbers, scissory tasks <BR> <BR> Needs visual model	2 Points %Completes visual motor tasks within 50% accuracy and completion for letters, numbers, scissory tasks <BR> <BR> Needs visual model	3 Points Completes visual motor tasks within 75 accuracy and completion for letters, numbers, scissory tasks <BR> <BR> Needs visual model	4 Points Completes visual motor tasks within acceptable grade level for completion for letters, numbers, scissory tasks <BR> <BR> Needs visual model	5 Points Can <BR> complete visual motor integration tasks at acceptable grade level including<BR> letters<BR> numbers<BR> scissor activities <BR> independenty
Oral motor skills	0 Points Avoids all textures of foods<BR> Picky eater<BR> Cannot manipulate food in mouth<BR> Excess saliva <BR> <BR> very difficult to feed	1 Points Needs verbal prompts for all forms of food. <BR> Refuses 75% of foods	2 Points Needs verbal prompts for all forms of food. <BR> Refuses 50% of foods	3 Points Needs prompts for all forms of food. <BR> Refuses 25% of foods	4 Points Needs prompts for only a few foods. Will attempt most foods with verbal prompt	5 Points Manages all forms of food well.<BR> enjoys texture <BR> No drooling

Keywords:

therapeutic listening

Subjects:

Types:

(Other)

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