iRubric: Emotional Regulation rubric

Shut Downs or has extreme emotions when facing difficult problems such as work that is too hard. Does not appear to have problem solving ability.

Needs to be coached or reminded by an adult in order to avoid shut down/melt down when faced with a problem such as work being difficult.

Has successfully been able to implement with practice a system to help avoid melt down/shut down (quiet space in room, break cards, etc) to avoid shut down/melt down when faced with a problem.

Does not appear to have any difficulty solving most problems independently

Child does not communicate his/her feelings. Child either holds them in or he/she tells everyone who will listen. Child often screams, cries, throws temper tantrums. He/she will throw things, be destructive, hit others or engage in other aggressive activities. Child can be secretive in his/her acts. Child can lie about their acts and their true feelings.

Child only communicates feelings sometimes and often with one or two trusted persons. Child can sometimes become aggressive at times but less often then the poor category. Child does make some minimal attempt to communicate feelings but it is usually in attempt to get out of trouble or get people to feel sorry for them.

Child attempts to communicate feelings on some level to trusted people but at other times withholds their feelings. Often times this causes the child to appear withdrawn and sometimes causes them to appear as acting out or as exploding. Child seldom becomes aggressive but will become emotional occasionally. During these times, the child often times can not explain the reasons behind their emotions.

The child communicates their emotions well with staff and peers. The child can clearly state when they are being bothered and frustrated although they may still be working on how to ask for what they need from their peers. The child is able to successfully state their emotions most of the time.