iRubric: Self Regulation Assessment rubric

- Alert during many daily activities

-Orients (e.g., turns, looks, reaches, moves toward) to sensory stimuli (e.g., auditory, visual, tactile)

-Will orient away from stressors (e.g., avert eye gaze when overwhelmed)

-Notices people/things in the environment

-Focuses attention for short periods of time

-Seeks and tolerates a variety of sensory experiences

-Begins to ignore distractions

-Increasing use of social-referencing (i.e., looks at caregivers for cues as to how to respond) - also noted under interaction

-Determines what to give/pay attention to, more focused but still for short periods of time

-More active role in selecting and shifting attention (some call this attentional control)

-Moves/transitions/shifts from one activity as desired or requested

-Consistently gets, keeps, and shifts attention as required/needed

-Pays attention to task or person despite internal and external distractions

-Keeps several things in their mind at the same time

-Greater attentional control for longer periods of time

-Responds to familiar adult’s non-verbal communications (e.g., affect, tone, body language)

-Responds to familiar adult’s “bid” for interaction

-Plays a passive (responder) role during simple communicative and social exchanges

-Points to items of interest

-Pulls others to gain attention

-Plays simple interactive games

-Follows the lead of others and does what they are doing

-Engages in brief reciprocal interactions with adults/peers

-Experiments with cause/effect - becomes an initiator

-Takes action to engage with things/people in the environment (e.g., reaches, turns, seeks to influence)

-Uses cues from adults to know how to respond

-Follows situational/gestural cues in unfamiliar activities

-Turns to familiar adult for help with emotions

-Attempts to comfort others

-Imitates peers

-Initiates interactions with adults/peers

-Shares and exchanges social/communicative exchanges with adults/peers

-Shows affection toward adults/peers

-Engages in pretend play (e.g., takes on roles/identities with imaginary objects/people and reenacts events)

-Begins to understand the function of rules (i.e., expectations or regulations of behavior or language, written/spoken, at home, school, and in the community)

-Begins to take the perspective of others and demonstrate empathy

-Identifies/understands someone else's feelings

-Recognizes how to respond to others’ feelings (e.g., comforts others)

-Participates in new/changing situations

-Plays cooperatively with peers by sharing/exchanging materials, assisting, taking on jobs, roles, or identities that often lead to mutual benefit for all

-Internalizes (accepts, acts upon) societal rules (these are set and influenced by culture) - Note: Emerges along w/social-awareness and an understanding of reliance

-Plays games with rules; negotiates social situations with peers

-Takes on and begins to take into account the perspective of others

-Takes actions to maintain stability, regularity, and congruence

-Tries to get things out of reach and/or things that have gone out of sight

-Tries a number of ways to activate toys and get the attention of others (e.g., bangs, cries)

-Stops being interested in only what is familiar & prefers; seeks novelty and variation

-Uses vocalizations including single words and gestures to get help and/or attention

-Tries alternatives when first action doesn’t work and/or will adjust behavior to meet “goal”

-Practices, explores, experiments

-Seeks out activities that challenge (e.g., will choose even moderately hard activities where they may fail)

-Uses simple strategies to solve common problems

-Uses words, phrases, and sentences to get help and/or attention

-Begins to take an active role in decision-making and collaborative problem-solving (recognizes the problem, thinks of possible solutions, plans and carries out solutions)

-Takes action to get internal needs met (e.g., hunger, thirst, rest, comfort) and external needs met (e.g., wipe nose, wash hands, change out of wet socks)

-Uses more complex strategies to solve a common problem (e.g., negotiates, brainstorms, seeks input)

-Can begin to take the lead in decision-making

-Tries before asking for help; stays with a task even with distractions or increased complexity

-Considers alternatives

-More accurate take on social situations and conflicts

-Knows when to pick/choose/use different strategies

-Uses language to negotiate and compromise

-Evaluates the outcome (e.g., was the problem solved, was it fair and just, was the issue resolved)