Multi-Context Self-Concept

No consistent evidence of multi-context self-concept in daily contexts

• Does not demonstrate multi-context self-concept behaviours
• Relies entirely on adult direction for related tasks

Beginning to show multi-context self-concept with significant support

• Inconsistent multi-context self-concept; needs adult prompting
• Partial performance in familiar, structured settings

Demonstrates multi-context self-concept consistently in familiar contexts

• Applies multi-context self-concept reliably in routine situations
• Requires prompting to transfer to new or demanding contexts

Holds differentiated self-descriptions across contexts (home vs. school vs. peers) and begins integrating them.

• Demonstrates multi-context self-concept independently across varied contexts
• Sustains performance without adult support or reminders

Applies multi-context self-concept flexibly; can articulate and model it for others

• Articulates own process when applying multi-context self-concept
• Transfers skill spontaneously to novel domains