NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

Walden University NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

Whether one passes or fails an academic assignment such as the Walden University NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

The introduction for the Walden University NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

After the introduction, move into the main part of the NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

ADHD, or attention deficit hyperactivity disorder, is usually first identified in children and commonly persists into adulthood. It is one of the main reasons children consult pediatric psychological and behavioral clinics. Children diagnosed with ADHD may exhibit impulsive behavior, lack of self-control, difficulty concentrating, or excessive activity. Hyperactivity is one of the main symptoms of ADHD, and it may render a child mentally and socially unfit for their family, school, and society (Mechler et al., 2021). Fortunately, research has shown that certain therapies may lessen side effects while increasing children’s attention. The FDA-approved and non-approved drugs for the treatment of ADHD will be examined in the next study.

FDA-Approved Drug

Stimulants are the primary line of therapy for ADHD in children (Wolraich et al., 2019). The treatment of several stimulants, all of which are equally effective, has been authorized. The only things that change are the dosage, length of action, and adverse effects. Ritalin is one of the stimulants that is most usually advised (Fu et al., 2022). While taking the medication, anorexia, headaches, stomachaches, and sleeplessness are possible side effects, most of which are bearable for lengthy periods.

Off-Label Drug

An antidepressant called Wellbutrin is often used off-label to treat ADHD. Wellbutrin may lessen impulsivity, restlessness, and inattention, even if stimulant drugs are the first-line treatment for these symptoms of ADHD (Mechler et al., 2021). In 1985, the Federal Drug Administration (FDA) approved the first use of Wellbutrin as an antidepressant. Since then, it has been used to treat SAD and lessen the symptoms associated with quitting smoking. Although Wellbutrin is classified as an antidepressant, it is now often used as an “off-label” medication for ADHD because it enhances brain processes that impact dopamine and norepinephrine.

Nonpharmacological Intervention

Children who get CBT as a kind of ADHD therapy may benefit. It could help kids as they develop their coping mechanisms and self-control. For example, to help an ADHD kid be more organized, a CBT therapist would suggest that the child utilize a checklist to record important tasks. A smartphone app with additional helpful functions like calendars, timers, and reminders can be more beneficial for older kids (Fu et al., 2022). The best way to treat ADHD usually involves a combination of medication and treatment. This is a result of how quickly medication lessens the effects of symptoms. Conversely, therapy takes longer to work but endows children with skills that last a lifetime.

Clinical Practice Guidelines

By including many crucial components, the clinical practice guidelines of the American Academy of Paediatrics (AAP) for the diagnosis, evaluation, and treatment of ADHD further support the suggested treatment options (Kollins et al., 2021). The age range for which ADHD screening should start is 4 to 18. Therapy suggestions are age-appropriate, and if medication is required, it should be modified to minimize side effects for the kid. Following the DSM-V criteria for ADHD identification, the patient should get continued treatment and be evaluated for co-occurring disorders, such as emotional and behavioral issues.

Conclusion

Most children may use stimulant medications to safely and effectively address their symptoms of ADHD. Just as glasses help people concentrate their eyesight to see, these medications help kids with ADHD improve their mental attention and ability to ignore distractions. They can concentrate better and control their behavior as a consequence. Children with ADHD who received both CBT and medication, as previously noted, showed significant improvement.

References

Fu, D., Wu, D.-D., Guo, H.-L., Hu, Y.-H., Xia, Y., Ji, X., Fang, W.-R., Li, Y.-M., Xu, J., Chen, F., & Liu, Q.-Q. (2022). The Mechanism, Clinical Efficacy, Safety, and Dosage Regimen of Atomoxetine for ADHD Therapy in Children: A Narrative Review. Frontiers in Psychiatry, 12. https://doi.org/10.3389/fpsyt.2021.780921

‌Kollins, S. H., Childress, A., Heusser, A. C., & Lutz, J. (2021). Effectiveness of a digital therapeutic as an adjunct to treatment with medication in pediatric ADHD. Npj Digital Medicine, 4(1). https://doi.org/10.1038/s41746-021-00429-0

Mechler, K., Banaschewski, T., Hohmann, S., & Häge, A. (2021). Evidence-based pharmacological treatment options for ADHD in children and adolescents. Pharmacology & Therapeutics, 230, 107940. https://doi.org/10.1016/j.pharmthera.2021.107940

Wolraich, M. L., Chan, E., Froehlich, T., Lynch, R. L., Bax, A., Redwine, S. T., Ihyembe, D., & Hagan, J. F. (2019). ADHD Diagnosis and Treatment Guidelines: A Historical Perspective. Pediatrics, 144(4), e20191682. https://doi.org/10.1542/peds.2019-1682

Sample Answer 2 for NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

Major depressive disorder is one of the most prevalent psychiatric conditions among children and adolescents; however, it is frequently misdiagnosed and untreated due to symptom variations that deviate from the criteria established for adults. Depressive disorders are distinguished by symptoms such as extreme or persistent melancholy or irritability that significantly impairs daily functioning or induces substantial distress. The diagnostic process is based on clinical criteria. Antidepressants, cognitive-behavioral therapy with supportive measures, or a combination of these approaches are utilized in the treatment process (Hetrick et al., 2021). This paper presents three treatment modalities for major depressive disorders in children and adolescents: an FDA-approved medication, an off-label medication, and a nonpharmacological approach.

FDA-Approved Drug

The FDA has approved fluoxetine as the primary therapy for depression in young children. The medicine is a selective serotonin reuptake inhibitor (SSRI) with an increased risk of causing suicidal thoughts (Selph & McDonagh, 2019). Thus, careful monitoring is required. Frequent adverse effects associated with fluoxetine treatment encompass headaches, fatigue, and insomnia. When administered in moderate concentrations, the medication has demonstrated effectiveness in mitigating depressive symptoms in minors within a treatment duration of 6 to 8 weeks (Araz Altay et al., 2019). The American Psychological Association and American Academy of Pediatrics endorse the use of fluoxetine for treating pediatric depression due to its enhanced safety, tolerability, and lower likelihood of adverse effects.

Off-Label Drug

In minors, SSRIs like Sertraline are frequently administered off-label for the treatment of depression owing to their favorable safety profile. The medication has received approval from the FDA to treat OCD in minors aged six and older. The drug might cause confusion, hallucinations, and agitation when used in high doses (Potter et al., 2019). Compared to other psychotropic medicines, this medication has shown significant efficacy in lowering depressive symptoms in children when used in small doses and modified gradually based on treatment results (Cao et al., 2021). Most national clinical recommendations, such as those from the National Institute for Health and Care Excellence (NICE), recommend using a specific treatment for controlling depression in children owing to its proven efficacy, tolerability, and safety in this group.

Nonpharmacological Intervention

For the treatment of pediatric depression, non-pharmacological approaches such as cognitive behavioral therapy and other forms of psychotherapy may be utilized. According to studies, moderate depression may be effectively cured through cognitive behavioral therapy without the need for medication. Severe childhood depression may be alleviated more quickly by combining medication with Cognitive Behavioral Therapy. Children may develop robust coping mechanisms that enhance their quality of life. Owing to its advantages, most clinical guidelines—including the NICE guideline—suggest psychotherapeutic intervention, most especially cognitive behavioral therapy, as the first line of treatment for depressed adolescents (Liu et al., 2021).

Conclusion

Despite the increasing use of antidepressants in children and adolescents, there remains a lack of evidence to support that their benefits outweigh the risks. The concern of treatment-emergent suicidality continues to be significant. There is an apparent demand for enhanced therapies, both in the pharmaceutical and psychological realms, due to the critical issues caused by excessive use and off-label prescription. This discussion is expected to stimulate new research and thoughtful conversation.

References

‌Araz Altay, M., Bozatlı, L., Demirci Şipka, B., & Görker, I. (2019). Current Pattern of Psychiatric Comorbidity and Psychotropic Drug Prescription in Child and Adolescent Patients. Medicina, 55(5), 159. https://doi.org/10.3390/medicina55050159

Cao, T. X. D., Fraga, L. F. C., Fergusson, E., Michaud, J., Dell’Aniello, S., Yin, H., Rej, S., Azoulay, L., & Renoux, C. (2021). Prescribing Trends of Antidepressants and Psychotropic Coprescription for Youths in UK Primary Care, 2000-2018. Journal of Affective Disorders, 287, 19–25. https://doi.org/10.1016/j.jad.2021.03.022

Hetrick, S. E., McKenzie, J. E., Bailey, A. P., Sharma, V., Moller, C. I., Badcock, P. B., Cox, G. R., Merry, S. N., & Meader, N. (2021). New generation antidepressants for depression in children and adolescents: a network meta-analysis. Cochrane Database of Systematic Reviews, 2021(5). https://doi.org/10.1002/14651858.cd013674.pub2

Liu, W., Li, G., Wang, C., Wang, X., & Yang, L. (2021). Efficacy of Sertraline Combined with Cognitive Behavioral Therapy for Adolescent Depression: A Systematic Review and Meta-Analysis. Computational and Mathematical Methods in Medicine, 2021, 5309588. https://doi.org/10.1155/2021/5309588

Potter, L. A., Scholze, D. A., Biag, H. M. B., Schneider, A., Chen, Y., Nguyen, D. V., Rajaratnam, A., Rivera, S. M., Dwyer, P. S., Tassone, F., Al Olaby, R. R., Choudhary, N. S., Salcedo-Arellano, M. J., & Hagerman, R. J. (2019). A Randomized Controlled Trial of Sertraline in Young Children With Autism Spectrum Disorder. Frontiers in Psychiatry, p. 10. https://doi.org/10.3389/fpsyt.2019.00810

Selph, S. S., & McDonagh, M. S. (2019). Depression in Children and Adolescents: Evaluation and Treatment. American Family Physician, 100(10), 609–617. https://www.aafp.org/pubs/afp/issues/2019/1115/p609.html

Sample Answer 3 for NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

One of the most challenging tasks for a PMHNP is prescribing psychotropic medications for a patient with mental illnesses. The complexity comes in due to the fact that most psychotropic medications used in treating mental health disorders have not been approved for use among children and adolescents (Chen et al.,2021). As such, these medications are used as off-label medication, implying that the prescribing clinician has to use their best judgment to achieve the best prescription. In addition, the prescribing clinician has to use the best available evidence and research on such medications to ensure the medications prescribed to children and adolescents are safe and effective. Therefore, the purpose of this assignment is to explore treatment options for eating disorders.

Eating disorders have various treatment options. For example, recently FDA approved Lisdexamfetamine Dimesylate as a medication for binge eating. This medication is a central nervous system stimulant that was shown to decrease the frequency of binge eating among children and lead to lower instances of obsessive-compulsive binge eating behaviors (Ward & Citrome, 2018). Apart from the FDA-approved medications for binge eating, there are also off-label medications used in treating the same condition. One such medication is Bupropion. Even though the primary purpose of this medication is to treat depression, it has also been prescribed as an off-label medication for binge eating disorder (Carbone et al.,2021). Apart from pharmacological interventions, binge eating disorders can also be treated through non-pharmacological approaches. For example, counseling and cognitive behavioral therapy have been used as the first line of treatment (Atwood & Friedman, 2020). Indeed, data from research indicate that cognitive behavioral therapy is superior to medication alone.

In making treatment decisions regarding psychotropic medication, risk assessment is key. Therefore, it is important for a prescribing clinician to explore the necessary risk assessment to be used so that informed decisions can be made. One of the risk assessments I would use is the assessment of the adverse impacts of the medication and serious side effects. These would be key in making the decision on whether to prescribe the medication to the patient. In addition, I would also check a patient’s underlying conditions, such as COPD and heart disease, which would then inform the direction to be taken by the prescription effort. The chosen FDA- approved medication (Lisdexamfetamine Dimesylate) has both benefits and risks. Among the benefits is that it reduces the obsessive, impulsive, and compulsive features of binge eating and the severity of binge eating (Ward & Citrome, 2018). On the other hand, among the risks is the possibility of causing a heart attack. While Bupropion can effectively help in treating binge eating, this medication has a risk of causing seizures.

There are various clinical practice guidelines for eating disorders. One of them is the guideline by the American Academy of Pediatrics on identifying and managing eating disorders in children and adolescents. This guideline details the strategies that professionals can use to identify children and adolescents with eating disorders, the first line of treatment, and the pharmacological and non-pharmacological options available for the conditions (Hornberger et al., 2021). This guideline is in line with the recommendations provided. For example, according to the guideline, the first line of treatment for eating disorders should be cognitive behavioral therapy rather than the use of medications.

In conclusion, prescribing psychotropic medications, especially for children and adolescents, should be approached with caution as some of the medications already in use can result in adverse outcomes such as seizures and heart attack, among other impacts. Therefore, the prescribing clinician should use the best available data and evidence to make the best prescription decisions. An FDA-approved, non-FDA-approved, and non-pharmacologic approach to the treatment of binge eating disorder has been explored in this write-up.

References

Atwood, M. E., & Friedman, A. (2020). A systematic review of enhanced cognitive behavioral therapy (CBT‐E) for eating disorders. International Journal of Eating Disorders, 53(3), 311–330. https://doi.org/10.1002/eat.23206

Carbone, E. A., Caroleo, M., Rania, M., Calabrò, G., Staltari, F. A., de Filippis, R., … & Segura-Garcia, C. (2021). An open-label trial on the efficacy and tolerability of naltrexone/bupropion SR for treating altered eating behaviors and weight loss in binge eating disorder. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity, 26(3), 779-788. Doi: 10.1007/s40519-020-00910-x

Chen, S., Barner, J. C., & Cho, E. (2021). Trends in off-label use of antipsychotic medications among Texas Medicaid children and adolescents from 2013 to 2016. Journal of Managed Care & Specialty Pharmacy, 27(8), 1035-1045. https://doi.org/10.18553/jmcp.2021.27.8.1035

Hornberger, L. L., Lane, M. A., Lane, M., Breuner, C. C., Alderman, E. M., Grubb, L. K., … & Baumberger, J. (2021). Identification and management of eating disorders in children and adolescents. Pediatrics, 147(1). https://doi.org/10.1542/peds.2020-040279

Ward, K., & Citrome, L. (2018). Lisdexamfetamine: chemistry, pharmacodynamics, pharmacokinetics, and clinical efficacy, safety, and tolerability in the treatment of binge eating disorder. Expert Opinion on Drug Metabolism & Toxicology, 14(2), 229-238. https://doi.org/10.1080/17425255.2018.1420163

Off-label prescribing is when a physician gives you a drug that the U.S. Food and Drug Administration (FDA) has approved to treat a condition different than your condition. This practice is legal and common. In fact, one in five prescriptions written today are for off-label use.

—Agency for Healthcare Research and Quality

Photo Credit: Getty Images/Ingram Publishing

Psychotropic drugs are commonly used for children and adolescents to treat mental health disorders, yet many of these drugs are not FDA approved for use in these populations. Thus, their use is considered “off-label,” and it is often up to the best judgment of the prescribing clinician. As a PMHNP, you will need to apply the best available information and research on pharmacological treatments for children in order to safely and effectively treat child and adolescent patients. Sometimes this will come in the form of formal studies and approvals for drugs in children. Other times you may need to extrapolate from research or treatment guidelines on drugs in adults. Each individual patient case will need to be considered independently and each treatment considered from a risk assessment standpoint. What psychotherapeutic approach might be indicated as an initial treatment? What are the potential side effects of a particular drug?

For this Assignment, you consider these questions and others as you explore FDA-approved (“on label”) pharmacological treatments, non-FDA-approved (“off-label”) pharmacological treatments, and nonpharmacological treatments for disorders in children and adolescents.

_Reference:

_{Agency for Healthcare Research and Quality. (2015). Off-label drugs: What you need to know.}_{https://www.ahrq.gov/patients-consumers/patient-involvement/off-label-drug-usage.html}

To Prepare

Your Instructor will assign a specific disorder for you to research for this Assignment.
Use the Walden library to research evidence-based treatments for your assigned disorder in children and adolescents. You will need to recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating this disorder in children and adolescents.

The Assignment (1–2 pages)

Recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating your assigned disorder in children and adolescents.
Explain the risk assessment you would use to inform your treatment decision making. What are the risks and benefits of the FDA-approved medicine? What are the risks and benefits of the off-label drug?
Explain whether clinical practice guidelines exist for this disorder and, if so, use them to justify your recommendations. If not, explain what information you would need to take into consideration.
Support your reasoning with at least three scholarly resources, one each on the FDA-approved drug, the off-label, and a non-medication intervention for the disorder. Attach the PDFs of your sources.

By Day 7 of Week 3

Submit your Assignment.

Submission and Grading Information

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Grading Criteria

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Week 3 Assignment 1 Rubric

Also Read: NRNP 6640 Week 2 Discussion: Does Psychotherapy Have a Biological Basis?

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Week 3 Assignment 1

Name: Assignment Rubric

	Excellent	Good	Fair	Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.	32 (32%) – 35 (35%) The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.	28 (28%) – 31 (31%) The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.	25 (25%) – 27 (27%) The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.	0 (0%) – 24 (24%) The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.
Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.	45 (45%) – 50 (50%) The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	40 (40%) – 44 (44%) The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	35 (35%) – 39 (39%) The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.	0 (0%) – 34 (34%) The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors.	3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors.
Total Points: 100

Excellent

Good

Fair

Poor

Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.

32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.

45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name: Assignment Rubric