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iRubric: Social Thinking Middle school rubric

iRubric: Social Thinking Middle school rubric

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Social Thinking Middle school 
Social Thinking Middle school
Rubrics to measure Social Thinking objectives for social skills groups.
Rubric Code: ZX8742B
By lathas
Draft
Public Rubric
Subject: Communication  
Type: Assessment  
Grade Levels: 6-8

Powered by iRubric Social Thinking skills
  Needs Instruction

1 pts

Emerging (More than 2 prompts)

2 pts

Practicing/Expected (2 prompts)

3 pts

Expert/Independent (no prompts)

4 pts

Expected Reactions

Needs Instruction

Typically over-reacts. Needs constant support from adults to react in an expected manner.
Emerging (More than 2 prompts)

Inconsistent reactions and responses to peers or adults regarding a planned activities. Adults intermittently intervene.
Practicing/Expected (2 prompts)

Somewhat consistent responses to peers and adults with planned activity. Minimal adult cues.
Expert/Independent (no prompts)

Demonstrates responses and reactions to peers in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Expected/Unexpected Behaviors

Needs Instruction

Is not able to identify or label expected to unexpected behaviors of self or other peers for a situation or setting without constant adult cues or support.
Emerging (More than 2 prompts)

Inconsistent ability to identify or label expected or unexpected behaviors or self or other peers for a situation or setting. Intermittent adult cues and support is needed.
Practicing/Expected (2 prompts)

Somewhat consistent ability to identify and label an expected or unexpected behaviors of self or peers for a situation or setting. Minimal adult cues and support are needed.
Expert/Independent (no prompts)

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.
Thinking/Saying Thoughts

Needs Instruction

Does not understand the concept of Thinking versus Saying thoughts. Needs constant adult support and cues to use expected thoughts in a peer group.
Emerging (More than 2 prompts)

Inconsistent use of Thinking/Saying thoughts. Intermittent adult cues and support needed when interacting in a group.
Practicing/Expected (2 prompts)

Somewhat consistent use of Thinking/Saying thoughts. Can occasionally state when self or others have/have not used Thinking/Saying thoughts in an expected manner.
Expert/Independent (no prompts)

Demonstrates and uses Thinking/Saying thoughts with peers and adults in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Hidden Rules

Needs Instruction

Does not understand the concept of Hidden rules. Needs constant adult support and cues to identify and label hidden rules in a situation or setting.
Emerging (More than 2 prompts)

Inconsistent ability to identify and label Hidden rules in varying situations and settings. Intermittent adult cues and support are needed.
Practicing/Expected (2 prompts)

Somewhat consistent ability to identify and label hidden rules in varying situations and settings. Minimal adult cues and support are needed.
Expert/Independent (no prompts)

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.
Non-verbal Language

Needs Instruction

Is not aware of and cannot read/interpret non-verbal language. Needs constant adult cues and prompts.
Emerging (More than 2 prompts)

Inconsistent awareness and understanding of non-verbal language. Needs intermittent adult cues and support to label and/or explain non-verbal language.
Practicing/Expected (2 prompts)

Somewhat consistent awareness and understanding of non-verbal language. Minimal adult support to label and/or explain non-verbal language.
Expert/Independent (no prompts)

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

Needs Instruction

Does not understand the concept of the social fake or why it is important.
Emerging (More than 2 prompts)

Understands that people do the social fake but is reluctant to do it themselves.
Practicing/Expected (2 prompts)

May attempt to do the social fake but still needs prompts.
Expert/Independent (no prompts)

Displays ability to do the social fake in appropriate situations
Tone of Voice

Needs Instruction

Does not use proper tone of voice
Emerging (More than 2 prompts)

Needs adult models to imitate for proper use.
Practicing/Expected (2 prompts)

Needs cues to modify tone.
Expert/Independent (no prompts)

Appropriately uses tone of voice in a variety of situations





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