iRubric: Social Thinking rubric

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Social Thinking

Within 36 instructional weeks, in the intervention setting, given an actual social scenario that <STUDENT> was a part of, <STUDENT> will self-reflect upon what other peer’s perspectives/thoughts/feelings were toward his own social behavior given his interpretation of various communication signs (facial expression, body language, tone of voice) as measured by a rating of 4 or more on the attached rubric over 4 consecutive data collection events.

Rubric Code: UXC3X46

By jnegronslp

Draft

Public Rubric

Subject: Communication

Type: Assessment

Grade Levels: K-5, 6-8

Social Thinking Taking the Perspective of Others
	independent 4 pts	expected 3 pts	emerging 2 pts	novice 1 pts
Communication	independent The student is 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 partner(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	expected With minimal prompting, the student is able to simultaneously engage and use the expected nonverbal and verbal communication skills needed for effective communication. The student may require some assistance and direction in 1-2 of the previous communicative processes	emerging The student requires frequent cues and instructional supports to engage with others and use the expected nonverbal and verbal communication skills needed for a communication. The student may be able to express himself, but he doesn't always know the how's or when's to apply the communicative processes.	novice The student requires consistent cues and explicit instructional supports to engage with others and use the expected nonverbal and verbal communication skills needed for communication. The student may be able to express himself, but he is usually unable to apply communicative processes without assistance.
Perspective Taking	independent Perspective taking skills, or the ability to process and respond to one’s own thoughts and feelings, as well as what he/she believes other people are thinking and feeling, are considered advanced. He is able to view a situation or context from the point of view of another person while realizing that an observer’s point of view may be influenced by the larger societal or cultural values. He gauges his responses and behaviors in a manner that will most likely result in a desired outcome.	expected Perspective taking, or the ability to process and respond to one’s own thoughts and feelings, as well as what he/she believes other people are thinking and feeling, is considered developmentally appropriate. He is able to view a situation or context from the point of view of another person and gauge his responses or behaviors in a manner that will likely result in a desired outcome.	emerging Although the student can imagine another person’s thoughts and feeling 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.	novice The student is aware they have thoughts and feelings, but they believe everyone else either shares or should share the same beliefs. When there is a conflict the student who is unable to imagine others have different feelings and thoughts, they may often attribute the difference to a moral sense. i.e. that is bad, everyone does this

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social thinking

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