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iRubric: Social Thinking- Expected Group Behaviors rubric

iRubric: Social Thinking- Expected Group Behaviors rubric

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Social Thinking- Expected Group Behaviors 
Social Thinking
A Social Thinking Rubric to Measure Evidence of Social Thinking Concepts in the classroom
Rubric Code: PXAA546
By janaob
Ready to use
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: K-5, 6-8

Powered by iRubric Social Communication
  Beginning

(N/A)

Progressing

(N/A)

Meets

(N/A)

Body in Group

Beginning

needs constant adult prompts and reminders to keep his body in the group
Progressing

somewhat consistently keeps his body in the group, following group agenda. Minimal adult cues.
Meets

Keeps body in the group. Adult only cues or reminds at a rate similar to others.
Body space

Beginning

Is no able to monitor and employ appropriate body space/closeness to others or furniture in the classroom
Progressing

Needs no more than 2 reminders per activity regarding personal space and body in space
Meets

Understands and employs appropriate personal space and body in space in classroom and small groups
Uses visual information/scan

Beginning

needs constant adult prompts and reminders to think /survey environment and peers to remain relevant to activities
Progressing

somewhat consistent use of eyes(visual information/implied information) to think about others. No more than 2 adult cues.
Meets

uses eyes Visual information/implied information) to think about others in a manner consistent with the peer group. Adult only cues or reminds at a rate similar to others
Reacts with Expected Behaviors

Beginning

Typically over-reacts(out of control body, too loud) or under-reacts (ignores)to peers. Needs full support from adults to react in expected manner.
Progressing

Somewhat consistent responses to peers depending on the activity. No more than 2 adult cues per class activity.
Meets

Demonstrating responses and reactions to peers in a manner consistent with peer group. Adult cues similar to others in the setting.
Gives peer feedback appropriately

Beginning

Does not give feedback to peers in appropriate manner. May be negative(no!). May ignore.((turns away) May yell/explode (That's wrong! Are you stupid?) Implies superiority
Progressing

Can provide appropriate feedback in small adult mediated settings with no more than 2 cues to do so. Is able to refrain from blurting opinion.
Meets

Understands and employs appropriate feedback in class and small groups with no more than 1 adult cue on 4/5 given opportunities
Receives peer feedback appropriatel

Beginning

Does not receive peer feedback in an appropriate manner. May turn away or ignore. May argue and defend. May yell
Progressing

Can receive peer feedback appropriately in small groups mediated by an adult with no more than 2 cues to do so, and can refrain from anger responses.
Meets

Understands and receives peer feedback appropriately in small groups and classrooms with nor more than 1 adult cue on 4/5 given opportunities
On topic/turn taking

Beginning

Has difficulty and does not demonstrate understanding of staying on topic and giving others turns to speak in group activities. May offer too much information. May not "give up the floor."
Progressing

Can stay on topic and share "air time/performance time" with peers in small teacher mediated groups with no more than 2 reminders per activity.
Meets

Understands and employs on topic performance and turn taking at teachers request with no more than 1 cue in 4/5 given opportunities.
Socially Appropriate Verbalization

Beginning

Makes unrelated, impulsive verbal comments that are meaningless to the context, and may be misconstrued by the group. Verbalization may be repetitive and annoying. (Banana!)
Progressing

Can reduce/suppress verbalizations in small group teacher mediated activities with no more than 2 reminders. May still experience behaviors in less structured settings (study hall, corridor, bus line)
Meets

Understands the effect of unrelated and impulsive verbalizations on small group and classrooms, and can suppress behavior with no more than 1 reminder on 4/5 given opportunities
Voice Volume and Tone/Register

Beginning

Is too loud or soft for the situation. Uses wrong tone or register for the other participants (adults/peers/friends)
Progressing

Can respond to cues to speak at appropriate volume with no more than 3 adult prompts per class. Can demonstrate correct tone/register with reminders in structured situations as observed in 3/5 classes
Meets

Can speak at appropriate volume with no more than 2 adult prompts and apply correct tone/register when provided with no more than 1 reminder on 8/10 observations



Keywords:
  • social thinking

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