iRubric: Social Thinking rubric

Is not aware of and cannot read/interpret Non-verbal language (facial expressions, body language, tone of voice). Needs constant adult cues and prompts.

Is on occasion able to read/interpret Non-verbal language (facial expressions, body language, tone of voice). Needs considerable adult cues and prompts

Inconsistent awareness and understanding of non-verbal language. Needs Moderate adult cues and support to identify, label and/or explain non-verbal language.

Somewhat consistent awareness and understanding of non-verbal language. Needs Mild adult support and cues to help identify, label and/or explain non-verbal language.

Nearly consistent awareness and understanding of non-verbal language. Intermittent adult support and cues to help identify, label and/or explain non-verbal language.

Demonstrates awareness of non-verbal language. Can identify, label and/or explain different types of non-verbal language. Adult cues similar to other peers in the setting.

Does not understand the concept of "thinking with your eyes". Needs constant adult cues, prompts and visuals to identify and understand the concept.

Is on occasion able to understand the concept of "thinking with your eyes". Needs considerable adult cues, prompts and visuals to identify and understand the concept.

Inconsistent use of eyes to think about others during routines (small groups). Moderate adult cues, prompts and/or visuals are needed often.

Somewhat consistent use of eyes to think about others during routines (small groups). Mild adult cues, prompts and/or visuals are needed.

Nearly consistent use of eyes to think about others. Intermittent adult cues, prompts or visuals are needed.

Using eyes to think about others in a manner consistent with peer group. Adult cues similar to other peers in the setting.

Is on occasion able understand the concept of Group vs Own plan. Considerable adult cues, support or visuals are needed.

Can inconsistently identify if someone else is following the group plan or his/her own plan. Moderate adult cues, support or visuals are needed.

Can somewhat consistently identify if someone is following the group plan or his/her own plan. Mild adult cues, support or visuals are needed.

Nearly able to identify if he/she is following the Group plan or his/her Own Plan. Intermittent adult cues, support or visuals are needed.

Able to state or otherwise show the concept of knowing about Group Plan versus Own Plan. Adult cues similar to other peers in the setting.

Is not able to identify or label expected or unexpected behaviors of self or other peers for a situation or setting without constant adult cues or support.

Is on occasion able to identify or label expected or unexpected behaviors of self or other peers for a situations. Considerable adult cues, support or visuals are needed.

Inconsistent ability to identify or label expected or unexpected behaviors of self or other peers for a situation or setting. Moderate adult cues, support or visuals are needed.

Somewhat consistent ability to identify or label expected or unexpected behaviors of self or other peers for a situation or setting. Mild adult cues, support or visuals are needed.

Nearly consistent ability to identify and label an expected or unexpected behaviors of self or peers for a situation or setting. Intermittent adult cues, support or visuals are needed.

Demonstrates the ability to identify or label most expected or unexpected behaviors of self or peers for a situation or setting. Adult cues are similar to other peers in the setting.

Does not understand or cannot take the perspective of another to identify or label what uncomfortable thoughts someone may be thinking based on behaviors. Constant adult cues and support is necessary.

Is on occasion able to take the perspective of another to identify or label what uncomfortable thoughts someone may be thinking based on behaviors. Considerable adult cues, support or visuals are needed.

Inconsistent ability to identify or label an uncomfortable thought that someone may have or that they may think about someone based on behavior. Moderate adult cues, support or visuals are needed.

Somewhat consistent identify or label an uncomfortable thought that someone may have or that they may think about someone based on behavior. Mild adult cues, support or visuals are needed.

Nearly consistent ability to identify and label an uncomfortable thought that someone may have or they may have of someone based on behavior. Intermittent adult cues and support are needed.

Demonstrates the ability to identify and label most uncomfortable thoughts that someone may have or they may have based on behavior. Adult cues are similar to other peers in the setting.

Does not understand the concept of Hidden rules. Needs constant adult cues, support and visuals to identify and label hidden rules in a situation or setting.

Is on occasion able to understand the concept of Hidden rules. Needs considerable adult cues, support and visuals to identify and label hidden rules in a situation or setting.

Inconsistent ability to identify and label Hidden rules in varying situations and settings. Moderate adult cues, support and visuals are needed.

Somewhat consistent understand the concept of Hidden rules. Needs Mild adult cues, support and visuals to identify and label hidden rules in a situation or setting.

Nearly consistent ability to identify and label hidden rules in varying situations and settings. Intermittent adult cues and support are needed.

Demonstrates the ability to identify and label hidden rules in most situations in a manner consistent with peer group. Adult cues similar to other peers in the setting.

Does not understand the concept that there are different sized problems and over-reacts to all problems (unexpected). Constant adult support and cues are needed.

Is on occasion able to understand the concept that there are different sized problems many times over-reacts to problems (unexpected). Considerable adult cues, support and visuals are needed.

Inconsistent ability to identify the size of the problem and if their reaction matches the problem size. Seeing some expected and unexpected reactions. Moderate adult cues and support are needed.

Somewhat consistent ability to identify the size of the problem and if their reaction matches the problem size. Seeing more expected and fewer unexpected reactions. Mild adult cues, support and visuals are needed.

Nearly consistent ability to identify the size of the problem and if the reaction matches the size of problem. Many expected reactions noted. Intermittent adult cues and support are needed.

Demonstrates the ability to identify the size of the problem and reacts in an expected manner according to the problem size. Adult cues are similar to other peers in the setting.

Is not aware of another person's perspective. Does not understand that another person may have thoughts/feelings about them and vise versa or that their thoughts and feelings can be different from someone else. Constant adult cues and support is needed to be aware of other people thoughts/feelings about them and how to monitor their own behaviors.

Is on occasion able to be aware of another person's perspective. Occasionally is aware that others have thoughts and feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Considerable adult cues and support is needed to be aware of others thoughts/feelings about them and how to monitor their own behavior.

Inconsistent ability to be aware that others have thoughts and feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Moderate adult cues and support are needed to be aware of others thoughts/feelings about them and how to monitor their own behaviors.

Somewhat consistent ability to be aware that others have thoughts and feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Mild adult cues and support are needed to be be aware of others thoughts/feelings about them and how to monitor their own behaviors.

Nearly consistent ability to be aware that others have thoughts/feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Intermittent adult cues and support are needed to be aware of others thoughts/feelings about them and how to monitor their own behaviors.

Demonstrates the ability to show awareness of others thoughts/feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Little adult support is needed to be aware of others thoughts/feelings about them and how to monitor their own behaviors.