6-3 neuropsych

Module Six Short Paper Guidelines and Rubric.html

PSY 634 Module Six Short Paper Guidelines and Rubric

Prompt

You have learned that cognitive issues affecting learning or memory can be congenital or acquired (accidental) in origin. You will choose a learning or memory deficit to explore for this paper. Consider children and adolescents at various developmental levels, and 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 help detect and treat the dysfunction?

Your paper should include all the following elements:

1. Describe a deficit in learning or memory in children or adolescents.
2. Identify brain structures and circuits related to the selected deficit.
3. Analyze how the selected deficit would impair daily functioning in academic, social, and emotional domains.
4. Identify the assessments to use for detecting the selected dysfunction.
5. Identify the interventions to use for treating the dysfunction.

What to Submit

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.

Module Six Short Paper Rubric

Criteria	Exemplary (100%)	Proficient (90%)	Needs Improvement (70%)	Not Evident (0%)	Value
Description of Deficit	Meets “Proficient” criteria and substantiates description with scholarly research	Describes a deficit in learning or memory in children or adolescents	Describes the learning or memory deficit, but the description lacks detail	Does not describe a deficit in learning or memory in children or adolescents	10
Identification of Brain Structures	Meets “Proficient” criteria and substantiates description with scholarly research	Identifies brain structures and circuits related to the selected deficit	Identifies brain structures and circuits related to the selected deficit, but does not fully describe the deficits	Does not identify brain structures or circuits related to the selected deficit	20
Analysis of Impairment	Meets “Proficient” criteria and supports analysis with evidence from scholarly research	Analyzes how the selected deficit would impair daily functioning in academic, social, and emotional domains	Analyzes how the selected deficit would impair daily functioning in academic, social, and emotional domains, but the analysis lacks detail and substance	Does not analyze how the selected deficit would impair daily functioning in academic, social, and emotional domains	20
Identification of Assessments	Meets “Proficient” criteria and provides validation for assessments with evidence from scholarly research	Identifies the assessments that would be used to detect the selected dysfunction	Identifies assessments to detect the selected dysfunction, but they are minimally addressed	Does not identify the assessments that would be used to detect the selected dysfunction	20
Identification of Interventions	Meets “Proficient” criteria and provides validation for interventions with evidence from scholarly research	Identifies the interventions that would be used to treat the dysfunction	Identifies interventions to treat the selected dysfunction, but they are minimally addressed	Does not identify the interventions that would be used to treat the dysfunction	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	Submission has no major errors related to citations, grammar, spelling, syntax, or organization	Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas	Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas	10
Total:	100%