Rubrics are often referred to as an authentic way to measure both understanding and skills.


We've written a step-by-step article (with screen shots) on how to write rubrics using Excel to measure outcomes related to social thinking concepts, frameworks, and strategies.


Click here to read the full article.

In the rubric example below, three social thinking vocabulary are listed in the first column (thinking with eyes, expected reactions and identifying own emotions). 


The gray columns indicate rubric scores over the course of a school year and the rubric categories and definitions are listed in the right 4 columns. This rubric was created in excel and can be used to show outcomes over the course of a school year within three targeted areas. To see a step-by-step tutorial for how to create customized rubrics for your students, check out our article a guide for measuring social thinking progress in the free article section of the site.


We will post new rubrics on a regular basis in this section, but we also encourage you and your team to develop your own social thinking concept rubrics. 


Thinking with Eyes

Date and Score


Sep Dec Mar Jun  1 2 3 4
1 1 2 3
Needs constant adult prompts and reminders to think with eyes. Uses eyes to think about others during routines (small group)-adult promopts needed often.
Somewhat consistent use of eyes to think about others. Minimal adult cues.
Using eyes to think about others in a manner consistent with peer group. Adult cues similar to others.

Expected Reactions

2 2.5 Typically over-reacts or under-reacts to peers. Needs full support from adults to react in an expected manner.
Inconsistent responses and reactions from peers. Adults intermittently intervene.
Somewhat consistent responses to peers depending on the activity. Minimal adult cues.
Demonstrates responses and reactions to peers in a manner consistent with peer group. Adult cues similar to others in the setting.

Identify own Emotions

2 3 3 4 Does not identify any emotions.
Able to identify 1-2 emotions in self with visuals and adult support.
Labels own emotions (3 or more) with visual support but minimal adult cues.
Understands and talks about emotions (little support from adult or similar to peer group).
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