Distinguished - Thoroughly explains a theoretical framework that supports early childhood cognitive development in a classroom environment. The explanation is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Explains a theoretical framework that supports early childhood cognitive development in a classroom environment. The explanation is supported by scholarly sources but is slightly underdeveloped in the slide notes.

Basic - Minimally explains a theoretical framework that supports early childhood cognitive development in a classroom environment. The explanation is not sufficiently supported by scholarly sources and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to explain a theoretical framework that supports early childhood cognitive development in a classroom environment; however, the explanation is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The explanation of a theoretical framework that supports early childhood cognitive development in a classroom environment is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes at least three ways language development impacts cognitive development using the theoretical framework identified. The description is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Describes at least three ways language development impacts cognitive development using the theoretical framework identified. The description is supported by scholarly sources but is slightly underdeveloped in the slide notes.

Basic - Briefly describes at least three ways language development impacts cognitive development using the theoretical framework identified. The description is not sufficiently supported by scholarly sources and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to describe at least three ways language development impacts cognitive development using the theoretical framework identified; however, the description is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The description of at least three ways language development impacts cognitive development using the theoretical framework identified is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly at least three ways motor development impacts cognitive development using the theoretical framework identified. The description is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Describes at least three ways motor development impacts cognitive development using the theoretical framework identified. The description is supported by scholarly sources but is slightly underdeveloped in the slide notes.

Basic - Briefly at least three ways motor development impacts cognitive development using the theoretical framework identified. The description is not sufficiently supported by scholarly sources and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to describe at least three ways motor development impacts cognitive development using the theoretical framework identified; however, the description is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The description of at least three ways motor development impacts cognitive development using the theoretical framework identified is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains at least three ways a delay in speech or motor functioning impacts learning and cognitive development including a description of the area of the brain responsible for these functions. The explanation is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Explains at least three ways a delay in speech or motor functioning impacts learning and cognitive development including a description of the area of the brain responsible for these functions. The explanation is supported by scholarly sources but is slightly underdeveloped in the slide notes.

Basic - Partially explains at least three ways a delay in speech or motor functioning impacts learning and cognitive development including a description of the area of the brain responsible for these functions. The explanation is not sufficiently supported by scholarly sources and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to explain at least three ways a delay in speech or motor functioning impacts learning and cognitive development including a description of the area of the brain responsible for these functions; however, the explanation is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The explanation of least three ways a delay in speech or motor functioning impacts learning and cognitive development including a description of the area of the brain responsible for these functions is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively analyzes the interplay of genetics, biology, and environmental factors on brain functioning and cognitive development by providing at least three examples. The analysis is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Analyzes the interplay of genetics, biology, and environmental factors on brain functioning and cognitive development by providing at least three examples. The analysis is supported by scholarly sources but is slightly underdeveloped in the slide notes.

Basic - Briefly analyzes the interplay of genetics, biology, and environmental factors on brain functioning and cognitive development by providing at least three examples. The analysis is not sufficiently supported by scholarly sources and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to analyze the interplay of genetics, biology, and environmental factors on brain functioning and cognitive development by providing at least three examples; however, the analysis is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The analysis of the interplay of genetics, biology, and environmental factors on brain functioning and cognitive development by providing at least three examples is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively applies the concept of neuroplasticity by providing one example from your current or future professional work and discusses the impact trauma has on the developing brain. The example is relevant and clearly illustrates and support this application. The slide is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Applies the concept that neuroplasticity by providing one example from your current or future professional work and discusses the impact trauma has on the developing brain. The example supports the application and the slide is supported by scholarly sources, but is slightly underdeveloped in the slide notes. 

Basic - Minimally applies the concept of neuroplasticity by providing one example from your current or future professional work and discusses the impact trauma has on the developing brain. The example is mostly relevant to the application. The slide is not sufficiently supported by scholarly sources and/or the slide notes are underdeveloped.

Below Expectations - Attempts to apply the concept of neuroplasticity and discuss the impact trauma has on the developing brain; however, an example is not present to support the application, the slide is not supported by scholarly sources, and the slide notes are significantly underdeveloped.

Non-Performance - The application of the concept of neuroplasticity by providing one example and the discussion of the impact of trauma on the developing brain is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains one specific neurodevelopmental disorder including the genetic, biological, and environmental influences related to this disorder. The explanation is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Explains one specific neurodevelopmental disorder including the genetics, biological, and environmental influences related to this disorder. The explanation is supported by scholarly sources but is slightly underdeveloped in the slide notes.

Basic - Partially explains one specific neurodevelopmental disorder including the genetics, biological, and environmental influences related to this disorder. The explanation is not sufficiently supported by scholarly sources and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to explain one specific neurodevelopmental disorder including the genetics, biological, and environmental influences related to this disorder; however, the explanation is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The explanation of one specific neurodevelopmental disorder including the genetic, biological, and environmental influences related to this disorder is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly summarizes the relationship between family and culture on cognitive development, including the development of judgment and reasoning.  The slide is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Summarizes the relationship between family and culture on cognitive development, including the development of judgment and reasoning. The summary is supported by scholarly sources but is slightly underdeveloped in the slide notes.

Basic - Incompletely summarizes the relationship between family and culture on cognitive development, including the development of judgment and reasoning, The summary is not sufficiently supported by scholarly sources and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to summarize the relationship between family and culture on cognitive development, including the development of judgment and reasoning; however, the summary is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The summary of the relationship between family and culture on cognitive development, including the development of judgment and reasoning is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly discusses one specific intelligence test and one specific achievement test and their use in education determining appropriate services and resources for children. The discussion is completely supported by scholarly sources on the slide and in the slide notes.

Proficient - Discusses one specific intelligence test and one specific achievement test and their use in education determining appropriate services and resources for children. The discussion is supported by scholarly sources but is slightly underdeveloped in the slide notes.

Basic - Briefly discusses one specific intelligence test and one specific achievement test and their use in education determining appropriate services and resources for children. The discussion is not sufficiently supported by scholarly sources, and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to discuss one specific intelligence test and one specific achievement test and their use in education determining appropriate services and resources for children; however, the discussion is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The discussion of one specific intelligence test and one specific achievement test and their use in education determining appropriate services and resources for children is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Expertly applies one specific cognitive strategy to use to improve working memory, attention, and executive function to children with diverse needs. The slide is well-supported by scholarly sources on the slide and in the slide notes.

Proficient - Applies one specific cognitive strategy to use to improve working memory, attention, and executive function to children with diverse needs. The slide is supported by scholarly sources, but is slightly underdeveloped in the slide notes. 

Basic - Briefly applies one specific cognitive strategy to use to improve working memory, attention, and executive function to children with diverse needs. The slide is not sufficiently supported by scholarly sources and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to apply one specific cognitive strategy to use to improve working memory, attention, and executive function to children with diverse needs; however the slide is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The application of one specific cognitive strategy to use to improve working memory, attention, and executive function to children with diverse needs is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly discusses where and when collaboration and referrals to other professionals including a Speech and Language Pathologist, Occupational Therapist, School Psychologist, and Educational Advocate would be appropriate and necessary. The discussion is completely supported by scholarly sources on the slide and in the slide notes.

Proficient - Discusses where and when collaboration and referrals to other professionals including a Speech and Language Pathologist, Occupational Therapist, School Psychologist, and Educational Advocate would be appropriate and necessary. The discussion is supported by scholarly sources but tis slightly underdeveloped in the slide notes.

Basic - Briefly discusses where and when collaboration and referrals to other professionals including a Speech and Language Pathologist, Occupational Therapist, School Psychologist, and Educational Advocate would be appropriate and necessary. The discussion is not sufficiently supported by scholarly sources, and/or is underdeveloped on the slide or in the slide notes.

Below Expectations - Attempts to discuss where and when collaboration and referrals to other professionals including a Speech and Language Pathologist, Occupational Therapist, School Psychologist, and Educational Advocate would be appropriate and necessary; however, the discussion is not supported by scholarly sources and is significantly underdeveloped on the slide and in the slide notes.

Non-Performance - The discussion of where and when collaboration and referrals to other professionals including a Speech and Language Pathologist, Occupational Therapist, School Psychologist, and Educational Advocate would be appropriate and necessary is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - The presentation incorporates at least five images or graphics that are appropriate and directly related to the content of the presentation.

Proficient - The presentation incorporates at least five images or graphics that are related to the content of the presentation. 

Basic - The presentation incorporates at least five images or graphics, not all images or graphics are related to the content of the presentation.

Below Expectations - The presentation incorporates less than four images or graphics, not all of the images or graphics are related to the content of the presentation. 

Non-Performance - The incorporation of at least five images or graphics that are relevant to the slide content are either nonexistent or lacks the components described in the assignment instructions.

Distinguished - The content throughout the presentation is accurate, providing exceptional, valid, and reliable information which is relevant to the main point. The main idea is clear and supported throughout the presentation.

Proficient - The content throughout the presentation is accurate and provides valid information which is sufficiently relevant to the main point. The main idea is supported throughout the presentation.

Basic - Some content within the presentation is inaccurate or invalid. The main idea is presented and has some supporting elements in the presentation.

Below Expectations - Most of the content within the presentation is not accurate, reliable, and/or valid. The main idea is presented with minimal supporting elements.

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 - 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 and reference slides.

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

Basic - Exhibits basic knowledge of APA formatting throughout the presentation. The 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 - Uses more than the required number of scholarly sources, which provide compelling evidence to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment.

Proficient - Uses the 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 an 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.