Distinguished - Provides a detailed explanation of the steps to follow when a parent of a child without an ADHD diagnosis is seeking a diagnosis.

Proficient - Provides an explanation of the steps to follow when a parent of a child without an ADHD diagnosis is seeking a diagnosis. Minor details are missing.

Basic - Provides a vague explanation of the steps to follow when a parent of a child without an ADHD diagnosis is seeking a diagnosis. Relevant details are missing.

Below Expectations - Attempts to provide an explanation of the steps to follow when a parent of a child without an ADHD diagnosis is seeking a diagnosis; however, significant details are missing.

Non-Performance - The explanation of the steps to follow when a parent of a child without an ADHD diagnosis is seeking a diagnosis is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides an accurate and comprehensive explanation of the federal laws associated with an ADHD diagnosis.

Proficient - Provides an explanation of the federal laws associated with an ADHD diagnosis. Minor details are missing or inaccurate.

Basic - Provides a limited explanation of the federal laws associated with an ADHD diagnosis. Relevant details are missing or inaccurate.

Below Expectations - Attempts to provide an explanation of the federal laws associated with an ADHD diagnosis; however, significant details are missing and/or inaccurate.

Non-Performance - The explanation of the federal laws associated with an ADHD diagnosis is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a thorough discussion of how parents can be kept involved in their child’s learning once the child has been diagnosed by a physician, psychologist, or neuropsychologist.

Proficient - Provides a discussion of how parents can be kept involved in their child’s learning once the child has been diagnosed by a physician, psychologist, or neuropsychologist. Minor details are missing.

Basic - Provides a brief discussion of how parents can be kept involved in their child’s learning once the child has been diagnosed by a physician, psychologist, or neuropsychologist. Relevant details are missing.

Below Expectations - Attempts to discuss how parents can be kept involved in their child’s learning once the child has been diagnosed by a physician, psychologist, or neuropsychologist; however, significant details are missing.

Non-Performance - The discussion of how parents can be kept involved in their child’s learning once the child has been diagnosed by a physician, psychologist, or neuropsychologist is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a comprehensive explanation of how students are specifically accommodated through the functional organization of the classroom.

Proficient - Provides an explanation of how students are specifically accommodated through the functional organization of the classroom. The explanation is slightly underdeveloped.

Basic - Provides a limited explanation of how students are specifically accommodated through the functional organization of the classroom. The explanation is underdeveloped.

Below Expectations - Attempts to discuss how students are specifically accommodated through the functional organization of the classroom; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of how students are specifically accommodated through the functional organization of the classroom is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a detailed discussion of the importance of a schedule, including how to provide breaks for a child with ADHD.

Proficient - Provides a discussion of the importance of a schedule, including how to provide breaks for a child with ADHD. Minor details are missing.

Basic - Provides a minimal discussion of the importance of a schedule, including how to provide breaks for a child with ADHD. Relevant details are missing.

Below Expectations - Attempts to discuss the importance of a schedule, including how to provide breaks for a child with ADHD; however, significant details are missing.

Non-Performance - The discussion of the importance of a schedule, including how to provide breaks for a child with ADHD, is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a detailed description of the specific brain regions, neurotransmitters, and physiological symptoms associated with ADHD.

Proficient - Provides a description of the specific brain regions, neurotransmitters, and physiological symptoms associated with ADHD. The description is slightly underdeveloped.

Basic - Provides a brief description of the specific brain regions, neurotransmitters, and physiological symptoms associated with ADHD. The description is underdeveloped.

Below Expectations - Attempts to describe the specific brain regions, neurotransmitters, and physiological symptoms associated with ADHD; however, the description is significantly underdeveloped.

Non-Performance - The description of the specific brain regions, neurotransmitters, and physiological symptoms associated with ADHD is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a comprehensive discussion of how children with ADHD are encouraged to participate in lessons.

Proficient - Provides a discussion of how children with ADHD are encouraged to participate in lessons. Minor details are missing.

Basic - Provides a limited discussion of how children with ADHD are encouraged to participate in lessons. Relevant details are missing.

Below Expectations - Attempts to discuss how children with ADHD are encouraged to participate in lessons; however, significant details are missing.

Non-Performance - The discussion of how children with ADHD are encouraged to participate in lessons is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Includes a detailed sample of how children are assisted with self-monitoring.

Proficient - Includes a sample of how children are assisted with self-monitoring. The sample is slightly underdeveloped.

Basic - Includes a limited sample of how children are assisted with self-monitoring. The sample is underdeveloped.

Below Expectations - Attempts to include a sample of how children are assisted with self-monitoring; however, the sample is significantly underdeveloped.

Non-Performance - The sample of how children are assisted with self-monitoring is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Includes a specific example of how a child is supported by using Elian as the model and concisely summarizes this child’s support.

Proficient - Includes an example of how a child is supported by using Elian as the model and summarizes this child’s support. Minor details are missing.

Basic - Includes an example of how a child is supported by using Elian as the model and partially summarizes the child’s support. Relevant details are missing.

Below Expectations - Attempts to include an example of how a child is supported by using Elian as the model and summarize the child’s support; however, significant details are missing.

Non-Performance - The example of how a child is supported by using Elian as the model and the summary of the child’s support are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Includes a specific and thorough example of a brain-based learning strategy that can be used in the classroom.

Proficient - Includes an example of a brain-based learning strategy that can be used in the classroom. The example is slightly underdeveloped.

Basic - Includes a limited example of a brain-based learning strategy that can be used in the classroom. The example is underdeveloped.

Below Expectations - Attempts to include an example of a brain-based learning strategy that can be used in the classroom; however, the example is significantly underdeveloped.

Non-Performance - The example of a brain-based learning strategy that can be used in the classroom is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a thorough discussion of information that is used to help students at home.

Proficient - Provides a discussion of information that is used to help students at home. Minor details are missing.

Basic - Provides a brief discussion of information that is used to help students at home. Relevant details are missing.

Below Expectations - Attempts to discuss information that is used to help students at home; however, significant details are missing.

Non-Performance - The discussion of information that is used to help students at home is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the presentation, title slide, and reference slide.

Proficient - Exhibits APA formatting throughout the presentation. However, layout contains a few minor errors.

Basic - Exhibits basic knowledge of APA formatting throughout the presentation. However, layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the presentation is equivalent to the required number of correctly formatted slides.

Proficient - The length of the presentation is nearly equivalent to the required number of correctly formatted slides.

Basic - The length of the presentation is equivalent to at least three quarters of the required number of correctly formatted slides.

Below Expectations - The length of the presentation is equivalent to at least one half of the required number of correctly formatted slides. 

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment.

Proficient - Uses required number of scholarly sources to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference slide are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference slide are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.