I think recess is one of toughest classes of the day for any child that needs to work on social skills. You are expected to release all this pent-up energy, but you have to do it within an expected norm. For this type of child, the lines can get very blurry. This is why supervision is extremely important. Events can change rapidly, and something deemed innocent can quickly go south.
I’ve been asked to create some sample rubrics for social skills. The following rubric is for a high functioning autistic kid who struggled at recess. He did not use recess effectively to “chill out” (which can be vital to an ASD kid’s daily survival), nor did he feel satisfied with how he occupied himself during recess. Wandering around was sometimes a good method of relaxing, but he was conflicted between isolating himself a little and also wanting to make friends. He had “buttons” that a few kids delighted in pushing, so he needed an advocate (adult or classmate) to support him at times.
Remember that each rubric should be individualized to reflect the needs of the student. Rubrics should also represent actual rehearsal of skills through role-playing and videotaping, or they’re largely a waste of time. If a student has “getting help”on a rubric, make sure some adult is actually going to help…
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