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Materials linked from the February 20, 2012 Curriculum Council agenda. TCE 577-400 Applied Psychopathology and Psychodiagnostics Counseling Academic Unit Department of Teacher and Counselor Education Oregon State University ● College of Education nota bene: This syllabus was created using the CAU’s master syllabus file and thus possesses the same content, student learning outcomes, and contact hours as on-campus sections. The content and student learning outcomes have CACREP, NCATE, and TSPC approval. The only pedagogical difference with this syllabus is the addition of a synchronous web instruction component. Instructor: Teri Strong, PhD Phone: 541-345-2800 e-mail: [email protected] Schedule: Hybrid Format—4.5 asynchronous hours via the Blackboard, 7.5 synchronous hours via Adobe Connect & 16 hours in-class at the Chemetketa CC Center for Business and Industry. In Class Day In Class Dates Class Time In Class Location Friday 4/19/13 & 5/17/13 0800-1700 Chemetketa Center for Business and Industry - Salem Synchronous Web Session Day Synchronous Web Session Dates Class Time In Class Location Mondays Bi-Weekly 1800-1900 or 1900-2000 or 2000-2100 www.adobeconnect.com/strong Credits: 3. -TCE 577 Page 1- Direct Contact Hour Distribution: Delivery Modality Weekly Multiplier Total In Class: CCC-CCBI http://www.chemeketa.edu/busprofession/ccbi/ 2 days * 8 hours 16 Synchronous Web via Adobe Connect www.adobeconnect.com/strong 5 weeks * 1.5 hour 7.5 Asynchronous Web via Blackboard 9 weeks * .5 hours https://my.oregonstate.edu/webapps/portal/frameset.jsp 4.5 Total Direct Contact Hours 30 Course Description: Addresses the principles of diagnosis of psychopathology and the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual (DSM). Includes psychiatric terminology, treatment, current research, cross cultural impact, ethical implications, and goal planning related to mental health processes and case management. Learning Objectives: At the end of the course students will be able to: 577.1 577.2 577.3 577.4 Demonstrate a working understanding of current mental and emotional disorders for children, adolescents, and adults evidenced by attaining a grade of “B” or above in clinical work assignments, quizzes, and reports. Demonstrate competency in using the most current version of the Diagnostic and Statistical Manual by accurately coding multi-axial mental health diagnosis through treatment planning assignments, report writing, quizzes, and attaining a grad of “B” or above. Demonstrate the ability to perform a mental health clinical interview that culminates in a written biopsychosocial assessment (e.g. mental health assessment), evaluation of a client’s mental status, and a treatment plan representative of the multi-axial diagnosis with a minimum accuracy rate of 80 percent (B grade). Demonstrate understanding of current research trends, ethical requirements, diversity competency related to clinical work using the DSM by including and -TCE 577 Page 2- addressing these issues in group discussion, assignments, and report writing. Relation of Course to CACREP Standards: # CC.C4 CC.C5 Text of Standard Principles and models of biopsychosocial assessment, case conceptualization, theories of human development and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling plans; Knowledge of principles of diagnosis and the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual Relation of Course to University, College and Program Mission Objectives University: Oregon State University aspires to stimulate lasting attitude of inquiry (U.1), openness (U.2) and social responsibility (U.3). To meet these aspirations, we are committed to providing excellent academic programs (U.4), educational experiences and creative scholarship (U.5). College: The mission of the new School of Education is to prepare, inspire and support teachers, counselors, educational leaders, researchers, and volunteers to promote lifelong learning (C.1) in schools, colleges, universities, communities, and workplaces. Embracing an innovative spirit (C.2) in teaching, research, service, and knowledge dissemination (C.3), we are committed to the values of diversity (C.4) and social justice (C.5) in a global society. Program Area: The mission of the Oregon State University graduate program in Counseling is to prepare professional leaders who promote the social, psychological and physical well-being (P.1) of individuals, families, communities and organizations. We believe that such professional leaders stand for social, economic and political justice (P.2) and therefore must be prepared to be proactive educators, change agents and advocates (P.3) in the face of injustice. Professional leaders are sensitive to life span developmental issues (P.4), demonstrate multicultural awareness (P.5), and recognize a global perspective (P.6) as integral to the preparation of professional leaders. -TCE 577 Page 3- Matrix: Relation of Course to University, College and Program Mission Objectives Source Item U.1 U.2 U.3 U.4 U.5 C.1 C.2 C.3 C.4 C.5 P.1 P.2 P.3 P.4 Inquiry Openness Social Responsibility Excellence Creativity Lifelong Learning Innovation Dissemination Diversity Social Justice Well-Being Justice Advocacy Developmental Awareness P.5 Multicultural Awareness Global Awareness P.6 LO.1 ▄ LO.2 ▄ LO.3 LO.4 ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ Course Readings: American Psychological Association. Washington, DC: Author. (2000). Diagnostic and Statistical Manual (DSM IV TR). Comer, R.J. (2007). Abnormal Psychology, (6th Ed.) New York: Worth Publishers/W.H. Freeman and Co. This is a required textbook for this course. There is a very helpful, free Web site to accompany the book at: www.worthpublishers.com/comerabpsych6e. This site (from the publisher) has activities and simulations for the more challenging concepts, as well as self-quizzing (two for every chapter) to help you prepare for class assignments and discussion. Course Assignments and Requirements: -TCE 577 Page 4- 1. Attendance & participation: Students are expected to attend all scheduled class periods, and be prepared to engage in rich and robust discussions regarding the learning topic(s). Students are also expected to participate in class assignments. Total points: 15 2. Required reading: Students should have access to both texts for the course, and read all assigned materials. Students should bring textbooks to class with them. The instructor may also assign reading other than textbook assignments as appropriate. 3. Blackboard Assignments: Eight (8) take-home assignments will be worth a total of ten (10) points per assignment. Assignments will be due on the following dates: Assignment #1: What is Abnormal? The film One Flew Over the Cuckoo's Nest will be shown in class on September 25th. Students will look for examples of Comer’s “Four D’s” of abnormality, outlined in Chapter 1, in the characters in the movie and write a 2 page summary of evidence of the “Four D’s” in at least two of the characters. Assignment #2: Worksheet on Clinical Assessment Assignment #3: Worksheet on Anxiety Disorders Assignment #4: Worksheet on Mood Disorders Assignment #5: Worksheet on Eating Disorders and Sexual Disorders Assignment #6: Worksheet on Schizophrenia Assignment #7: Worksheet on Disorders of Childhood and Adolescence Assignment #8: Worksheet on Personality Disorders Total points: 80 4. Take-home Diagnostic Assessment: You will be given one case scenario in which you are to complete a provisional diagnosis using the following format: • • • • • Provisional multi-axial diagnosis: I-V Diagnostic criteria used to formulate your decision Related Disorders Recommendations for Treatment Initial Treatment Goal You can use any sources to assist in formulating the diagnosis. Grading will be assigned according to adherence to above format, style of presentation, depth of content, clarity, -TCE 577 Page 5- quality, grammar, and spelling. Two (2) pages. Total Points: 30 5. Mental Health Assessment: As a culmination of learning for the term, students are expected to complete a diagnostic interview with one client, and write a mental health assessment and treatment plan as a result of the interview. Students may complete this assignment with an actual client if currently placed at an internship site appropriate for completing a mental health assessment (students must observe confidentiality in the written report with actual clients). However, if completing this assignment with an actual client is not appropriate or feasible; students may interview an OSU doctoral in counseling student, who will role-play an actual client scenario. Students will present their assessment/case on the last day of class in a mock clinical staffing. Examples of interview formats will be provided in class. The written diagnostic report should be 4-5 pages in length, and will include a MultiAxial DSM-IV diagnosis on all 5 axes. Written Report: In Class Presentation: Total: 60 Points 10 Points 70 Points 6. Completion of Course Assignments: Students must demonstrate competency of the learning topics through the successful completion of all course assignments. Students are expected to use APA style formatting for all assignments. Learning Objectives/Course Assignments Matrix: L.O. 577.1 577.2 577.3 577.4 Assign 1 Assign 2 Assign 3 Assign 4 Assign 5 Assign 6 ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ ▄ Evaluation: Assignment Attendance and Participation Blackboard assignments Mental Health Assessment In-Class Presentation Total Points Possible 20 points 80 points (10 points each) 60 points 40 points 200 points -TCE 577 Page 6- Grading Scale (By percentage): A AB+ B BC+ 95-100 92-94 89-91 86-88 83-85 80-82 C CD+ D DF 77-79 74-76 71-73 68-70 65-67 Below 65 n.b., the GPA Requirement: You must achieve a minimum grade point average (GPA) of 3.00 for all courses you take at OSU as a graduate student and for courses you include in your program. Grades on transfer curses will be included in calculating the program GPA, but will not affect the GPA of courses taken at OSU. Grades below C are not accepted on a graduate program. The minimum GPA requirements must be met before scheduling your final oral or written exam. Student Notices: See Appendix A. Weekly Schedule: Week #1 Overview of Class. Class discussion, "What are mental disorders? What is abnormal?" Intro. to the DSM-IV-TR. Watch movie: “One Flew Over the Cuckoo’s Nest.” Week #2 History of Abnormal Psychology/Psychopathology Psychological, Biological and Sociocultural Factors; Systems Perspectives/Critique of Diagnosis Comer: Chpt. 1, 2, 3; DSM-IV: Pages xxiii-xxxv “What is abnormal? One Flew Over the Cuckoo’s Nest” paper due Week #3 Clinical Assessment, Diagnostic Issues and Treatment Planning, Overview of Psychiatric Medications Assessment Interviewing, Mental Status Exam Guest Speaker: Ken Zimmerman, Psychiatric Mental Health Nurse Practitioner Comer: Chpt. 4; DSM-IV: 1-12, 27-37, & App. A (pp. 745-755) Assignment #2 Due Week #4 Anxiety Disorders, Stress Disorders and Adjustment Disorders, Somatoform and Dissociative Disorders Comer: Chpt. 5, 6, 7; DSM-IV: Pages 429-484; 679-683 Assignment #3 Due Week #5 Mood Disorders - Depression/Bi-Polar Disorder -TCE 577 Page 7- Suicide: Demographics and Assessment Comer: Chpt. 8, 9, 10; DSM-IV: Pages 345-428 Assignment #4 Due Hand out Take-home Diagnostic Assessment Week #6 Eating Disorders Comer: Chpt. 11; DSM-IV: Pages 583-595 Sexual Disorders and Gender Identity Disorder Comer: Chpt. 13; DSM-IV: Pages 535-582 Assignment #5 Due Week #7 Schizophrenia and other Psychotic Disorders Comer: Chpt. 14, 15; DSM-IV: Pages 297-343 Assignment #6 Due Take-home Diagnostic Assessment due Week #8 Disorders of Childhood and Adolescence Comer: Chpt. 17; DSM-IV: Pages 39-134 Assignment #7 Due Week #9 Personality Disorders Comer: Chpt. 16; DSM-IV: 685-729 Assignment #8 Due Week #10 Disorders Associated with Aging and Cognition Comer: Chpt. 18; DSM-IV: Pages 135 -171 In-Class Mental Health Assessment Case Presentations Week #11 In-Class Case Presentations, Mental Health Assessments Due -TCE 577 Page 8- Appendix A: Student Notices Statement Regarding Students with Disabilities: Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS) with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at 541-737-4098. Expectations for Student Conduct: Student conduct is governed by the university’s policies, as explained in the Office of Student Conduct: information and regulations. In an academic community, students and faculty, and staff each have responsibility for maintaining an appropriate learning environment, whether online or in the classroom. Students, faculty, and staff have the responsibility to treat each other with understanding, dignity and respect. Disruption of teaching, administration, research, and other institutional activities is prohibited by Oregon Administrative Rule 576-015-0015 (1) and (2) and is subject to sanctions under university policies, OSU Office of Student Conduct. Confidentiality Notice: As a reminder, all information concerning clients, supervisees, and classmates must be kept confidential. Confidentiality is a crucial element in the counseling profession and should also be upheld with clients, supervisees, and peers. Any discussion should be conducted in such a manner that persons are protected by the limits of confidentiality. Confidentiality will be broken if there is evidence that you have been or pose a potential danger to others or if you break ethical or legal standards as established by the Counseling Profession. Prior to the review of any digital video recording, the student will provide a Consent Form for recording outlining the purpose of the recording and written permission by the client/supervisee. Let your client/supervisee know who will be listening to the recordings of the sessions and the reasons for that. Be sure to respect confidentiality outside the session. Do not discuss clients/supervisees in public places where your conversation could be overheard. Do not discuss your clients/supervisees with persons outside the class such as spouses, family members, etc. Do not play your video counseling/supervision sessions when audio and visual privacy is not possible. A private earphone is recommended when listening to recordings, even at home where family members might overhear. Blackboard: This hybrid course will be delivered in part via Blackboard, your online learning community, where you will interact with your classmates and with me. Within the course Blackboard site you will access the learning materials, tutorials, and syllabus; discuss issues; submit assignments; take quizzes; email other students and the instructor; participate in online activities; and display your projects. To preview how an online course works, visit the Ecampus Course Demo. For technical assistance, -TCE 577 Page 9- Blackboard and otherwise, see http://ecampus.oregonstate.edu/services/technical-help.htm. In-class Portion Attendance Policy: Take this course only if you can complete the in-class portion of the course. Absence from an in-class session will result in an “I” grade and that session will need to be made up the next time the course is offered. Academic Integrity: Students are expected to comply with all regulations pertaining to academic honesty, defined as: An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. For further information, visit Avoiding Academic Dishonesty, or contact the office of Student Conduct and Mediation at 541-737-3656. Conduct in the Online Portion of Class: Students are expected to conduct themselves in the course (e.g., on discussion boards, email postings) in compliance with the university's regulations regarding civility. Students will be expected to treat all others with the same respect as they would want afforded themselves. Disrespectful behavior to others (such as harassing behavior, personal insults, and inappropriate language) or disruptive behaviors in the course (such as persistent and unreasonable demands for time and attention both in and out of the classroom) is unacceptable and can result in sanctions as defined by Oregon Administrative Rules Division 015 Student Conduct Regulations. Ground Rules for Online Communication & Participation: 1. Online threaded discussions are public messages, and all writings in this area will be viewable by the entire class or assigned group members. If you prefer that only the instructor sees your communication, send it to me by email, and be sure to identify yourself and the class. 2. Posting of personal contact information is discouraged (e.g. telephone numbers, address, personal website address). 3. Online Instructor Response Policy: I will respond to course-related questions within 48 hours (weekends excluded). 4. Observation of "Netiquette": All your online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. Here are a couple of references that discuss a. writing online: http://goto.intwg.com/ b. netiquette: http://www.albion.com/netiquette/corerules.html. 5. Please check the Announcements area and the course syllabus before you ask general course "housekeeping" questions (e.g., how do I submit assignment 3?). If you don't see your answer there, then please contact me. Guidelines for a Productive and Effective Online Classroom Experience: -TCE 577 Page 10- 1. The discussion board is your space to interact with your colleagues related to current topics or responses to your colleague’s statements. It is expected that each student will participate in a mature and respectful fashion. 2. Participate actively in the discussions, having completed the readings and thought about the issues. 3. Pay close attention to what your classmates write in their online comments. Ask clarifying questions, when appropriate. These questions are meant to probe and shed new light, not to minimize or devalue comments. 4. Think through and reread your comments before you post them. 5. Assume the best of others in the class and expect the best from them. 6. Value the diversity of the class. Recognize and value the experiences, abilities, and knowledge each person brings to class. 7. Disagree with ideas, but do not make personal attacks. Do not demean or embarrass others. Do not make sexist, racist, homophobic, or victim-blaming comments at all. 8. Be open to be challenged or confronted on your ideas or prejudices. Technical Assistance: If you experience computer difficulties, need help downloading a browser or plug-in, assistance logging into the course, or if you experience any errors or problems while in your online course, contact the OSU Help Desk for assistance. You can call (541) 737-3474, email [email protected] or visit the OSU Computer Helpdesk online. Tutoring: Effective fall term 2009 we went to a new Online Tutoring Service - NetTutor to meet the needs of Ecampus students. NetTutor is a leading provider of online tutoring and learner support services fully staffed by experienced, trained and monitored tutors. Students connect to live tutors from any computer that has Internet access. NetTutor provides a virtual whiteboard that allows tutors and students to work on problems in a real time environment. They also have an online writing lab where tutors critique and return essays within 24 to 48 hours. Electronic Device Notice: As a matter of courtesy to your classmates and the instructor, please turn off your beepers, cell phones, and any other electronic toys that make any noise. Laptop/PDA Policy: Excluding students with a documented disability, the use of laptops and PDAs during the in class portion is prohibited without prior permission of the instructor. Recording Policy: Excluding students with a documented disability, the use of electronic recording devices in class are prohibited without prior permission of the instructor. Also, the recording of clinical material present in the in class portion is prohibited to all students. -TCE 577 Page 11- Use of Research Data (i.e., CACREP Standard II.I) Faculty will disseminate and students will discuss current published research as part of class activities. Class Visitor Policy Due to the clinical nature of this course in this curriculum, visitors of any age are not allowed without prior permission of the instructor. Appendix B: Rubrics Rubric #1: Classroom Participation Name: ____________________ Quarter:____________________ Week Level Of Engagement Listening Skills Behavior Preparation Total 3 8 Key: Level Of Engagement: Range 2.1-2.5 1.5-2.0 .6-.1.5 0-0.5 Student proactively contributes to class by offering ideas and asking questions more than once per class. Student proactively contributes to class by offering ideas and asking questions once per class. Student rarely contributes to class by offering ideas and asking questions. Student never contributes to class by offering ideas and asking questions. Listening Skills Range 2.1-2.5 1.5-2.0 .6-.1.5 0-0.5 Behavior Range 2.1-2.5 1.5-2.0 Descriptor Descriptor Student listens when others talk, both in groups and in class. Student incorporates ideas of others. Student listens when others talk, both in groups and in class. Student does not listen when others talk, both in groups and in class. Student does not listen when others talk and often interrupts when others speak. Descriptor Student almost never displays disruptive behavior during class. Student rarely displays disruptive behavior during class. -TCE 577 Page 12- .6-.1.5 0-0.5 Student occasionally displays disruptive behavior during class. Student almost always displays disruptive behavior during class. Preparation Range 2.1-2.5 1.5-2.0 .6-.1.5 0-0.5 Descriptor Student is almost always prepared for class with assignments and required class materials. Student is usually prepared for class with assignments and required class materials. Student is rarely prepared for class with assignments and required class materials. Student is almost never prepared for class with assignments and required class materials. -TCE 577 Page 13- Rubric #2: Threaded Discussion Student’s Name:____________________ Total Score (A+B):______________ Week: _____________________ Quarter: ________________ Score 0 1.7 3.4 5 Score 0 1.7 3.4 5 A. Post Construction Poor spelling and grammatical errors. Short 1 or 2 sentences. Lacks structure or flow. Written in informal language, abbreviations or txt. Some poor spelling and grammatical errors. Has some structure, but the entry does not flow. May contain a link or image. The reply contains several sentences. The text construction is mainly formal containing few abbreviations or txt style language. Few spelling and grammatical errors. Has structure and the entry flows. Contains an appropriate links, uploaded files or images. These are referred to within the text. Refers to other posts. The reply contains sentences or paragraphs. Spelling and grammatical errors are rare. The reply has structure and is formatted to enhance readability. Contains an appropriate links, uploaded files or images. Sources are acknowledged. Images and links are referred to within the text. Refers to other posts and builds on these. Week’s Score: ______ B. Understanding Simple reply or comment which lacks insight, depth or is superficial. The entry is short and frequently irrelevant to the key question, original post or concept. Does not express opinion clearly. Shows little understanding. Simple reply or comment showing some insight, depth and are connected with original post, question, topic or concept. The replies are short and may contain some irrelevant material. Some personal comments or opinions these may not be on task. Shows some understanding. Replies show insight, depth and are connected with thread, topic or post. Entries may contain some irrelevant material. Personal opinion is expressed in an appropriate style. Shows a good depth of understanding. Replies show insight, depth and understanding. They are connected with thread, topic or post. Entries are relevant with links to supporting material. Personal opinion is expressed in an appropriate style and is clearly related to the thread or post. The reply or post shows a high level of understanding, it shows a depth of understanding in matters relating to and surrounding the original post. Week’s Score: ________________ -TCE 577 Page 14- Rubric #3: Written Assignments (Mental Health Assessment) INTRODUCTION BODY OF PAPER Unacceptable - 0 • No thesis • No context • No summary of points to be explored in body of paper Emerging - 1 • Thesis stated • Little or no context • And/or no summary of the argument to be explored in the body of the paper • Or, thesis is unclear • Ideas connected to introduction/ organization is unclear • Claims based on articles but ideas not explored • Or, claims made but do not support an overall argument • Some use of article references to support claims Developing - 2 • Thesis clear • Context addresses what and why • Summary of argument is included No concluding paragraph Or the paragraph introduces new information Concluding paragraph reviews some of major points No conclusion offered related to thesis Concluding paragraph reviews all major points No conclusion related to thesis Reviews major points in interesting way Offers conclusion about thesis Most claims indicate lack of understanding of the articles Attempts at synthesis indicated through combining ideas from the articles. However, no conclusions or generalizations are offered. Conclusions or generalizations offered but not both Or conclusions & generalizations drawn directly from articles and do not represent ability to create new ideas The paper demonstrates • • • CONCLUSION • • ACCCURACY OF CLAIMS Unconnected to introduction Unsupported opinions used to develop argument No use of article references to support claims Each paragraph clearly connected to introduction or to preceding paragraph(s) Claims based on articles and the ideas are explored and developed Claims build an argument Good use of article references -TCE 577 Page 15- Proficient - 3 • Introduction engages the reader and signals the intent of the paper • Language is fluent and interesting • Clear, relevant thesis • Context is clearly developed • Concession offered • Summary of argument is included Parallel construction (paragraph order equals summary in introduction) Appropriate use of article references to support claims Thorough exploration of claims and possible counter-arguments to build argument Language use engaging and fluent • • Ability to create new ideas and generalizations based upon previous knowledge and experiences. Ability to relate knowledge from several areas and draw conclusions MECHANICS • Many spelling errors that could have been detected by spellchecker Many grammatical errors • Spelling or grammatical errors but not both Lack of noun/pronoun agreement Lack of subject/verb agreement Spelling or grammatical errors that spell check could miss incorrect citation format Incorrect reference format Past tense not used Active voice not used Some citations in correct form Some references in correct form Past tense used Active voice used Most citations in correct form Most references in correct form Past tense used Active voice used • APA Correct spelling No grammatical errors Correct citations Correct reference list format Appropriate use of past and present tense Active voice The Mental Health Assessment paper will receive up to 18 points using the rubric above. Your score will then be multiplied by 60/18 for calculating your final grade. Rubric 4: Classroom Presentation 1 2 3 4 Organization Audience cannot understand presentation because there is no sequence of information Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Subject Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with expected answers to all questions, but fails to elaborate. Graphics Student uses superfluous graphics or no graphics Student occasionally uses graphics that rarely Student's graphics relate to text and presentation. Student presents information in logical, interesting sequence which audience can follow. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Student's graphics explain and reinforce screen text and -TCE 577 Page 16- Mechanics Presentation Student's presentation has four or more spelling errors and/or grammatical errors. Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. support text and presentation. Presentation has three misspellings and/or grammatical errors. presentation. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. You can earn up to 20 points for the classroom presentation using the rubric above. Your score will then be multiplied by 2 in the calculation of your final grade. -TCE 577 Page 17-