Paper, Order, or Assignment Requirements
Lecture Note1. SPE-513 Lecture 4
Read Lecture 4.
SPE-513 Lecture 4
Textbook1. Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders
Read chapters 6 and 7 in Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders.
http://gcumedia.com/digital-resources/pearson/2013/evidenced-based-practices-for-educating-students-with-emotional-and-behavioral-disorders_ebook_2e.php
Electronic Resource1. Your Child—Conduct Disorders
Read “Your Child—Conduct Disorders,” located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Conduct_Disorder_33.aspx
2. Myths and Misconceptions About ADHD: Science Over Cynicism
Read “Myths and Misconceptions About ADHD: Science Over Cynicism,” by Teeter Ellison, located on the National Resource Center on AD/HD website.
http://www.help4adhd.org/en/about/myths
Website1. Behavioral & Cognitive-Behavioral Interventions
Explore the Behavioral & Cognitive-Behavioral Interventions page of the Current Diagnosis & Treatment in Psychiatry website.
http://psychiatry.healthse.com/psy/categories/C9/
2. Children and Adults With Attention Deficit/Hyperactivity Disorder (CHADD)
Explore the Children and Adults With Attention Deficit/Hyperactivity Disorder (CHADD) website.
http://www.chadd.org
e-Library Resource1. Applying Cognitive-Behavioral Techniques to Social Skills Instruction
Read “Applying Cognitive-Behavioral Techniques to Social Skills Instruction,” by Smith, from ERIC (2002).
http://files.eric.ed.gov/fulltext/ED469279.pdf
Gradable Items
Details
Points Possible
Assignments
Cognitive Behavioral Intervention Approach
In an essay of 1,250–1,500 words, discuss the models, procedures, effectiveness, and limitations of the cognitive behavioral approach with EBD children. Discuss each of the following components and how they interrelate:
Emotions
Thoughts
Behaviors
Address the following in the essay:
Discuss the effectiveness and the limitations of this approach.
Include relevant information on teaching social skills.
What considerations are important to consider when developing curriculum, approaches, and assessments. (Include specific information pertaining to FBA.)
Prepare this assignment according to the APA guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Apply Rubrics
Cognitive Behavioral Intervention Approach
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
70.0 % Content
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate. Definitions are stated clearly. Major points are stated clearly and are supported. Research is adequate, current, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive. Definitions are stated clearly. Major points are stated clearly and are well-supported. Research is adequate, current, relevant, and addresses all of the issues stated in the assignment’s criteria. Three or more relevant academic sources are cited.
20.0 %Organization and Effectiveness
7.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 % Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument supports the purpose logically but not thoroughly. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present.
Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 % Paper Format (Use of appropriate style for the major and assignment)
Template is not used appropriately, or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
Appropriate template is used. Formatting is correct, although some minor errors may be present.
Appropriate template is used. There are virtually no errors in formatting style.
All format elements are correct.
5.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting are appropriate to assignment and style)
No reference page is included. No citations are used.
Reference page is present. Citations are used inconsistently.
Reference page lists sources used in the paper. Sources are documented appropriately, although some errors may be present
Reference page is inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
100 % Total Weightage
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