Rubric for Stuttering/Cognitive
1
Student_______________________________________
Category
Minimal Success
1
Date_______________
Emerging
2
Expanding
3
Expanding
awareness
Mastered
4
Awareness of Stuttering
No awareness
Some awareness
Understanding Of Stuttering
Complete lack of
understanding
Some understanding Expanding
Within normal limits
understanding
Understanding of How Others
View His/Her Stuttering
Complete lack of
understanding
Some understanding Expanding
Within normal limits
understanding
Understanding of His/Her Own Complete lack of
understanding
Stuttering
Some understanding Expanding
Within normal limits
understanding
Notes
Within normal limits
Rubric for Stuttering/Affective
Column Totals
Student_______________________________________
Category
Minimal Success
1
Emerging
2
Date_______________
Expanding
3
Mastered
4
Adapted from CALMS Rating Scale for School-Age Children Who Stutter, Healey, Scott-Trautman, and Susca, 2002
Notes
2
Perceptions of Self
Extremely negative Negative perception ofSome
self acceptance of self
Acceptance of self Feeling(s): (circle all that apply)
helpless angry ashamed lonely
perception of self
depressed
frustrated
defensive embarrassed
Extremely negative Negative perception ofSome
self acceptance of self
Acceptance of self Feeling(s): (circle all that apply)
Attitudes and Feelings About
helpless angry ashamed lonely
perception of self
Communication
depressed
frustrated
Attitude About His/her
Stuttering
defensive embarrassed
Extremely negative Negative perception ofSome
self acceptance of self
Acceptance of self Feeling(s): (circle all that apply)
helpless angry ashamed lonely
perception of self
depressed
frustrated
defensive embarrassed
Extremely negative Negative perception ofSome
self acceptance of self
Acceptance of self Feeling(s): (circle all that apply)
Feelings and Emotions About
helpless angry ashamed lonely
perception of self
Stuttering
depressed
frustrated
defensive embarrassed
self acceptance of self
Acceptance of self Feeling(s): (circle all that apply)
Feelings About Others’ Extremely negative Negative perception ofSome
helpless angry ashamed lonely
Reactions to His Stutteringperception of self
depressed
frustrated
Column Totals
anxio
guil
anxio
guil
anxio
guil
anxio
guil
Rubric for Stuttering/Linguistic
Student_______________________________________
Category
defensive embarrassed
anxio
guil
Minimal Success
1
Emerging
2
Date_______________
Expanding
3
Mastered
4
Adapted from CALMS Rating Scale for School-Age Children Who Stutter, Healey, Scott-Trautman, and Susca, 2002
Notes
3
Length and Complexity ofPoor
Utterances
Emerging
Expanding
Within normal limits Degree of Stuttering during: nami
repetition, picture descriptions, sto
discourse skills, etc.
> 2 SD below norm 1.5-2.0 SD below norm 1-1.5 SD below norm <1 SD below norm
Overall Language AbilitiesPoor
Emerging
Expanding
Within normal limits Clinical Impression/Formal Assess
> 2 SD below norm 1.5-2.0 SD below norm 1-1.5 SD below norm <1 SD below norm
Poor
Articulation and Phonological
Abilities
Emerging
Expanding
Within normal limits Clinical Impression/Formal Assess
> 2 SD below norm 1.5-2.0 SD below norm 1-1.5 SD below norm <1 SD below norm
Poor
Word Finding/
Receptive and Expressive
Language
Emerging
Expanding
Within normal limits Clinical Impression/Formal Assess
> 2 SD below norm 1.5-2.0 SD below norm 1-1.5 SD below norm <1 SD below norm
Adapted from CALMS Rating Scale for School-Age Children Who Stutter, Healey, Scott-Trautman, and Susca, 2002
4
Rubric for Stuttering/Motor
Column Totals
Student_______________________________________
Category
Types of dysfluencies
1. Repetitions
2. Prolongations
3. Blocks
4. Other (Please list)
Date_____
Minimal Success
1
Significant
1.
2.
3.
4.
Emerging
2
Frequent
1.
2.
3.
4.
Expanding
3
Mild
1.
2.
3.
4.
Characteristics of Dysfluencies
Very effortful/tense
Frequent
Mild
Frequency of Stuttering with Various
Partners
Severe
Frequent
Mild
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
Teacher
Parent
Siblings
Peers
Clinician
Unfamiliar listener
Other
Secondary Coping Behaviors/Characteristics
Very Distracting
1. Overt-Physical Concomitants
2. Covert
Somewhat Distracting
Mildly Distracting
Mastered
4
Within normal limits
1.
2.
3.
4.
(Other includes h
interjections, etc.
Within normal limits (i.e. number of un
rhythmicity, effo
Within normal limits
1.
2.
3.
4.
5.
6.
7.
Within Normal Limits (Overt-Distractin
grimaces, head m
contact, moveme
etc.)
(Covert-circumlo
Adapted from CALMS Rating Scale for School-Age Children Who Stutter, Healey, Scott-Trautman, and Susca, 2002
5
Frequency of Stuttering
Mild - 2-4%
1.Reading
Significant - 12% or moreFrequent
of
- 5-11%
words
1.
1.
2. Spontaneous Speech
2.
2.
2.
Duration of Dysfluent Moments
Significant
10 sec or more
Frequent
3-9 sec
Mild
.5-2 sec
Clinical Impression of Overall Motor
Control
Significant Difficulties
Frequent DifficultiesMild Difficulties
Column Totals
1.
Within Normal Limits (less
than 2%)
1.
2.
Within Normal Limits
Within Normal Limits
Rubric for Stuttering/Social
Student_______________________________________
Category
Minimal Success
1
Date___
Emerging
2
Expanding
3
Adapted from CALMS Rating Scale for School-Age Children Who Stutter, Healey, Scott-Trautman, and Susca, 2002
Mastered
4
N
6
Avoidance of Speaking Situations
1. Student/Client’s View
2. Parent’s View
3. Teacher’s View
4. SLP’s View
5. Other
Debilitating
Frequent
Mild
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Degree of Stuttering in Various
Situations
Debilitating
Frequent
Mild
1.
2.
3.
4.
1.
2.
3.
4.
(Circle all that apply)
(Circle all that apply)
Within normal
limits/minimally impacted
1.
2.
3.
4.
5.
Within normal
limits/minimally impacted
1.
2.
3.
4.
1.Academic Subjects
2. Non-academic subjects
3.Extra Curricular Activities
4.Other
1.
2.
3.
4.
Ability to Meet Curriculum
Objectives/Job Demands
Severely Impacted Moderately Impacted
Mildly Impacted
Within normal
limits/minimally impacted
Impact of Peer/Social Relations
Severely Impacted Moderately Impacted
Mildly Impacted
Within normal
limits/minimally impacted
Column Totals
Adapted from CALMS Rating Scale for School-Age Children Who Stutter, Healey, Scott-Trautman, and Susca, 2002
Do you:
…Leave a situati
fear you may stu
…Not say what y
…Let others spea
…Avoid situation
using the phone?
…Change words