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PSY 634: Final Project Guidelines and Grading GuideOverview The final project for this course is the creation of a case application paper that includes an in-depth analysis of a selected case study. Students will choose an individual such as a known historical figure, a celebrity, a fictional character, or an individual known personally to the student (ALL identifying information must be eliminated from the paper in the case of the last option). The selected individual must be a child or adolescent with a cognitive disorder or a learning disability, and enough information must be available to include the following in the analysis: A description of the chosen disorder and a comparison between normal brain function and the brain function of a person with the disorder An evaluation of the relationship between psychological and physiological aspects of the disorder and the resulting negative effects on daily functioning An assessment of the impact of recent technological advancements on the diagnosis and treatment of the disorder Recommendations for appropriate treatment options and coping mechanisms for the selected case and other people with the disorder Preventative measures that may be employed for others who may be at risk for the disorder The case application paper should be a 10–12-page Word document. The final product represents an authentic demonstration of competencies highlighted by the course outcomes because the paper requires students to 1) analyze brain areas associated with a disorder and corresponding behavioral deficits, 2) review existing research and apply the literature to a topic in cognitive neuropsychology, and 3) assess diagnostic techniques, summarize effective treatments, and analyze possible outcomes of those treatments. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final product will be submitted in Module Nine. This assessment will assess your mastery with respect to the following course outcomes: PSY-634-01 Analyze the relationship between psychological and physiological aspects of cognitive processes PSY-634-02 Analyze the impact that recent advancements in technology have had on the field of cognitive neuropsychology PSY-634-03 Compare the neuropsychological functions of a normal functioning brain with those of individuals diagnosed with common cognitive dysfunctions PSY-634-04 Assess the appropriateness of employing neuropsychological methods in the diagnosis and treatment of common cognitive dysfunctions Note: Topics should include neuroimaging and neuropsychological assessment PSY-634-05 Recommend possible coping mechanisms and prevention strategies for children and adolescents experiencing or who are at risk for commoncognitive issues using the principles of cognitive neuropsychologyPrompt The following critical elements must be addressed:1. Cognitive Processes a. What are some psychological aspects of cognitive processes? [PSY-634-01] b. What are some physiological aspects of cognitive processes? [PSY-634-01] c. What is the relationship between psychological and physiological aspects of cognitive processes? [PSY-634-01] d. How does both psychological and physiological dysfunction negatively affect daily functioning? [PSY-634-01]2. Technological Advancements [PSY-634-02] a. How have recent advancements in technology impacted the field of cognitive neuropsychology?3. Neuropsychological Function a. What are the neuropsychological characteristics of a normal functioning brain? [PSY-624-03] b. What neuropsychological disruptions occur in an individual diagnosed with the cognitive dysfunction of the chosen child or adolescent? [PSY-624-03] c. How does the neuropsychological functioning in a normal functioning brain compare to neuropsychological functioning with an individualdiagnosed with the cognitive dysfunction of the chosen child or adolescent? [PSY-624-03] 4. Diagnosis and Treatmenta. What neuropsychological methods would be appropriate in diagnosing and treating a common cognitive dysfunction? [PSY-634-04] b. Does neuroimaging play a role in diagnosing and treating common cognitive dysfunction? Explain. [PSY-634-04] c. What role does neuropsychological assessment play in diagnosing and treating common cognitive dysfunctions? [PSY-634-04]5. Coping Mechanisms and Prevention Strategies a. What types of coping mechanisms would you recommend for a child or adolescent experiencing these cognitive issues? [PSY-634-05] b. How might cognitive issues be prevented in children or adolescents who may be at elevated risk for developing dysfunction? [PSY-634-05]c. What role do the principles of cognitive neuropsychology play in developing coping mechanisms and prevention strategies for children and/or adolescents who are at risk or are experiencing these cognitive issues? [PSY-634-05]Milestones Milestone One: Topic Submission In task 3-1, you will submit your topic choice for your case application paper. You will submit your case study choice and the reason why you have chosen this individual via the Discussion Forum. This milestone is graded with the Discussion Rubric. Milestone Two: Annotated Bibliography In task 5-3, you will submit your annotated bibliography. The format should be a Word document listing at least eight resources you will use to support your case study and a paragraph explanation of how each resource will support your case application paper. This milestone is graded with the Milestone Two Rubric.Milestone Three: Rough Draft In task 7-2, you will submit a rough draft of your case application paper. The format should be a nearly complete draft of the final product and should be at least 8–10 pages in length. This milestone is graded with the Milestone Three Rubric. Final Product: Final Project Submission: Case Application Paper In task 9-3, you will submit your case application paper. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This milestone will be graded using the Final Product Rubric (below).Deliverable MilestonesMilestone Deliverables Module Due Grading1 Topic Choice Three Graded separately; Discussion Rubric2 Annotated Bibliography Five Graded separately; Milestone Two Rubric3 Rough Draft Seven Graded separately; Milestone Three RubricFinal Product: Case Application Paper Nine Graded separately; Final Product RubricFinal Product Rubric Guidelines for Submission: Written components of project must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, 1-inch margins, and discipline-appropriate citations. Page length requirement: 10–12 pages, not including cover page and resources.Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) ValueCognitive Processes: Psychological AspectsMeets “Proficient” criteria and the psychological aspects are supported using relevant examplesDescribes psychological aspects of cognitive processes and provides rationale to support thinkingThe psychological aspects of cognitive processes are lacking in detailThe psychological aspects of cognitive processes are not evident4.5Cognitive Processes: Physiological AspectsMeets “Proficient” criteria and the physiological aspects are supported using relevant examplesDescribes physiological aspects of cognitive processes and provides rationale to support thinkingThe physiological aspects of cognitive processes are lacking in detailThe physiological aspects of cognitive processes are not evident4.5Cognitive Processes: RelationshipMeets “Proficient” criteria and uses appropriate scholarly resources for substantiationClarifies the relationship between psychological and physiological aspects of cognitive processesThe relationship between psychological and physiological aspects of cognitive processes is loosely identifiedThe relationship between psychological and
physiological aspects of cognitive processes is not evident4.5Cognitive Processes: Negative Effects on Daily FunctioningMeets “Proficient” criteria and includes insightful examples validated by researchEvaluates the negative effects of psychological and physiological dysfunction on daily functioningThe negative effect of psychological and physiological dysfunction on daily functioning is lacking in detail and/or accuracyThe negative effect of psychological and physiological dysfunction on daily functioning is not evident4.5Technological Advancements:Technological ImpactMeets “Proficient” criteria and uses relevant resource examplesAnalyzes the impact of technological advancements in the field of neuropsychology in a well-supported mannerAnalysis lacks breadth and depth in the impact of technological advancements in the field of neuropsychologyDoes not analyze the impact of technological advancements in the field of neuropsychology18Neuropsychological Function:Characteristics of a Normal FunctioningBrainMeets “Proficient” criteria and substantiates ideas using scholarly resourcesProvides accurate characteristics of a normal functioning brainThe characteristics of a normal functioning brain are lacking in detail and/or accuracyThe characteristics of a normal functioning brain are not evident6Neuropsychological Function:Characteristics of Common CognitiveDysfunctionMeets “Proficient” criteria and substantiates ideas using scholarly resourcesProvides accurate characteristics of common cognitive dysfunctionCharacteristics of common cognitive dysfunction are lacking in detail and/or accuracyThe characteristics of common cognitive dysfunction are not evident6Neuropsychological Function:Differences Between Normal Brain Functionand Cognitive DysfunctionMeets “Proficient” criteria and uses relevant research examplesDifferentiates between normal brain function and cognitive dysfunction in a well-supported mannerThe differentiation between normal brain function and cognitive dysfunction is lacking in detail and/or is not substantiatedThe differentiation between normal brain function and cognitive dysfunction is not evident6Diagnosis and Treatment:Neuropsychological MethodsMeets “Proficient” criteria and supports methods with scholarly researchProvides appropriate neuropsychological methods for diagnosing and treating common cognitive dysfunctionNeuropsychological methods for diagnosing and treating common cognitive dysfunction are not solidly identifiedThe neuropsychological methods for diagnosing and treating common cognitive dysfunction are not evident6Diagnosis and Treatment:NeuroimagingMeets “Proficient” criteria and includes insightful examples validated by researchProvides a substantiated assessment of the role neuroimaging plays in diagnosis and treatment of common cognitive dysfunctionMinimally assesses the role of neuroimaging on diagnosis and treatment of common cognitive dysfunctionDoes not assess the role of neuroimaging on the diagnosis and treatment of common cognitive dysfunction6Diagnosis and Treatment:Neuropsychological AssessmentMeets “Proficient” criteria and includes insightful examples validated by researchProvides a substantiated assessment of the role neuropsychological assessment plays in diagnosis and treatment of common cognitive dysfunctionMinimally assesses the role that neuropsychological assessment plays on diagnosis and treatment of common cognitive dysfunctionDoes not assess the role that neuropsychological assessment plays on diagnosis and treatment of common cognitive dysfunction6Coping Mechanisms and PreventionStrategies: Coping MechanismsMeets “Proficient” criteria and includes an explicit explanation of the rationale behind the recommended coping mechanismRecommends coping mechanisms for children and/or adolescents who are at risk or experiencing cognitive issuesRecommends coping mechanisms for children and/or adolescents that are loosely aligned with the cognitive issueCoping mechanisms for children and/or adolescents who are at risk or experiencing cognitive issues are not evident6Coping Mechanisms and PreventionStrategies: Prevention StrategiesMeets “Proficient” criteria and includes an explicit explanation of the rationale behind the recommended coping mechanismProposes prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issuesProposed prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues are lacking in detail and/or inappropriately aligned to the cognitive issuePrevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues are not evident6Coping Mechanisms and PreventionStrategies: Principles ofNeuropsychologyMeets “Proficient” criteria and uses appropriate research for substantiationIncorporates the principles of neuropsychology to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issuesThe principles of neuropsychology are minimally and/or inaccurately used to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issuesThe principles of neuropsychology to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues are not evident6Articulation of ResponseSubmission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read formatSubmission has no major errors related to citations, grammar, spelling, syntax, or organizationSubmission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideasSubmission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas10Total Comments:100%

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