Considering children and adolescents at various developmental levels, describe a deficit in learning or memory. What brain structures and circuits are related to your selected deficit? How would the deficit impair daily functioning in academic, social, and emotional domains? What assessments and interventions would be used to detect and treat the dysfunction?
THIS PAPER MUST USE SCHOLARLY RESOURCES.
Format: The short paper should be 2–4 pages, double-spaced, with 12-point Times New Roman font and 1-inch margins, and include citations in APA format, needs a title page and reference page.
Instructor Feedback: Students can find their feedback in the Grade Center.
|
Critical Elements |
Exemplary |
Proficient |
Needs Improvement |
Not Evident |
Value |
|
Description of Deficit |
Meets “Proficient” criteria and substantiates description with scholarly research (9-10) |
Describes a deficit in learning or memory in children or adolescents (8) |
Description of the learning or memory deficit is lacking in detail (7) |
Does not describe a deficit in learning or memory in children or adolescents (0-6) |
10 |
|
Identification of Structures |
Meets “Proficient” criteria and substantiates description with scholarly research
(18-20) |
Identifies brain structures and circuits related to the selected deficit
(16-17) |
Brain structures and circuits related to the selected deficit are not fully identified or described (14-15) |
Does not identify brain structures or circuits related to the selected deficit
(0-13) |
20 |
|
Analysis of Impairment |
Meets “Proficient” criteria and supports analysis with evidence from scholarly research
(18-20) |
Analyzes how the selected deficit would impair daily functioning in academic, social, and emotional domains
(16-17) |
Analysis of how the selected deficit would impair daily functioning in academic, social, and emotional domains is lacking in detail and substance (14-15) |
Does not analyze how the selected deficit would impair daily functioning in academic, social, and emotional domains
(0-13) |
20 |
|
Identification of Assessments |
Meets “Proficient” criteria and provides validation for assessments with evidence from scholarly research (18-20) |
Identifies the assessments that would be used to detect the selected dysfunction
(16-17) |
Assessments to detect the selected dysfunction are minimally addressed
(14-15) |
Does not identify the assessments that would be used to detect the selected dysfunction (0-13) |
20 |
|
Identification of Interventions |
Meets “Proficient” criteria and provides validation for interventions with evidence from scholarly research (18-20) |
Identifies the interventions that would be used to treat the dysfunction
(16-17) |
Interventions to treat the selected dysfunction are minimally addressed
(14-15) |
Does not identify the interventions that would be used to treat the dysfunction
(0-13) |
20 |
|
Articulation of Response |
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (9-10) |
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
(8) |
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (7) |
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
(0-6) |
10 |
|
Earned Total Comments: |
100% |
||||
0 comments