Running head: THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

PPE 310: Health Literacy for Schools

The Effects of Stress on Special Needs Children
Signature Assignment Outline
Ashley Kesweder
Course #89869
Dr. Hesse

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

Introduction
Within the education system, children with special needs, whether it be cognitive or
developmental delays, Downs Syndrome, Autism Spectrum Disorder (ASD) or other disorders,
are very prevalent in the typical classroom. This paper will focus specifically around the children
and their families who are forced to suffer with/from Autism Spectrum Disorder. Autism within
children can present very differently, no Autistic child is the same. Many have sensory disorders,
where they may crave pressure, scratching, squeezing, etc. Some children are verbal, partially
verbal or completely non-verbal altogether (including the lack of sign language). This can
become very difficult to deal with as the child grows older and may have these needs/wants with
no way to communicate them because their cognitive ability is too low. All of these aspects
(though what has been mentioned is much fewer than what is actually lived with) can account to
stress within these special needs children and their families.
Throughout the duration of this paper, those stressors will be analyzed against children who
present without ASD symptoms in relation to diet, family life and physical activity (PA). By the
end, students with special needs from the Avondale Elementary School District should benefit
from this research with practical implications that span across a month long investment plan to
gain awareness and give support to those who need it most.
Review of Current Literature
Effects of Stress on Children
Hampton (2006) discusses the causes of immediate and prolonged stress on children. The
article notes that yes, while immediate and short-term stress does impact the body, the real cause

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

for concern is long-lasting stress as it can impact brain function, hormone production, immune
responses and other processes (Hampton, 2006). The ways that stress is dealt with (coping
methods) are also impactful on the bodys health. Some chose to attack the stress directly while
other may utilize strategies or learned methods to help themselves deal with the effects.
A study discussed within the article examines how young children are able to deal with
the stress on their minds and bodies and suggests that those with higher cognitive function are
able to come to terms and create a solution for their stressors more effectively than those with
impaired functions (Hampton, 2006). The article introduces a short description for a clinical
trial that exposes children and their families ways to accept, adapt and cope with exemplary
stressful situations. With that, the team of researchers mentioned aims to help prevent the stress
that is exposed to a young child, thus eliminating or at least lessening the need for such coping
strategies.
Autism in Children
Many parents and guardians of children with Autism become worried as they watch their
child grow, yet seemingly bypass some of the important milestones young ones typically
experience. At this point, those who look after the child begin seeking answers and possibly a
diagnosis. In order for a child to be diagnosed with Autism Spectrum Disorder (ASD), they
progress through a series of tests and observations by parents, caregivers and doctors (Matson,
2007).
Throughout the article, three processes are discussed in diagnosing ASD: ADI-R (Autism
Diagnostic Interview-Revised), CARS (Childhood Autism Rating Scale) and ABC (Autism
Behavior Checklist). It is noted that there are many more systems of diagnosis available, the

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

three that are discussed in detail have proven to be favored in recent years as the number of
children affected by Autism has greatly increased over the years, even reaching an all-time high
(Autism Speaks, 2009). Each diagnosis system is defined by its method of screening for Autism
and Autistic traits within children. The three diagnostics sets are then discussed given benefits as
well as aspects to potentially be improve on. The end goal for Matson is to determine the greatest
test for the earliest detection of Autism in children. As of current, children at the age of 3 can be
routinely diagnosed, or in severe cases, a mere 18 months of age (Matson, 2007).
Lord and Luyster (2006) remark on the ever growing demand for the possibility of early
diagnosis for children with ASD. Parents are becoming more and more aware as the disorder is
more prevalent each year. Some parents can even attest to pinning their childrens symptoms and
behaviors to Autism before their concrete diagnosis. The need for early diagnosis is simplified
into three points: ASD presents as a developmental disorder that is learning patterns and
developmental processes can/are disrupted frequently. Second, we commonly recognize the
behaviors, emotions, patterns, etc. routinely change through the development of a child.
Similarly, the way ASD presents itself also changes as the child continues to grow thus making
the ability to detect patterns as the child ages increasingly difficult (Lord & Lyster, 2006). Lastly,
and possibly the most complicated, yet relevant reason, it can be increasingly difficult to
differentiate between normal and abnormal behaviors in growing children. That is to say a
child whom refrains from making eye contact with strangers is typical of a typically shy child,
yet this is also a characteristic of ASD (Lord & Lyster, 2006). These three main concepts were
used to gauge effectiveness and value of future studies that aim for diagnosis as early as age two
within children who present common characteristics of ASD.
Effects of Stress on Autistic Children

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

An article comprised by Dardas and Ahamad (2014) presents information and research of
Jordanian parents as it relates to the effects of parental stress on their children. Midst the
introduction of the article, it denotes how it can be quite typical for any parent to experience
some levels of stress as they care for and attend to their children throughout their development.
However, it is suggested that the parents of children whom are affected by chronic disabilities
(such as Autism Spectrum Disorder) encounter even greater levels of stress which can then affect
their child (Dardas & Ahamad, 2014). The authors detail the delayed/lost cognitive functions
children with ASD must endure (social interaction impairment, communication skills and
relation brain function). It also moves to explain that ASD being as complicated as it is, with
more and more questions arising from the disorder each year, it takes a toll on the
parents/caregivers daily. Lasting stressors from Autism can drain the parents energy and leave
them exhausted[with] elevated levels of stress (Dardas & Ahamad, 2014).
With this knowledge, the team of researchers presented explain the need to have
intervention methods ready at-hand, but first a reliable method of indicating parental stress
needed to be identified. The culture of the studied cases (here, the Arab culture) is defined to
thoughtfully express the importance of the aforementioned study. Within the culture one of the
main responsibilities parents accept with the birth of their child is that the child grow to reflect
well on the family as a childs successes and failures typically fall onto the parents (Dardas &
Ahamad, 2014). As the article moves forward, a reliable scale of measurement (Parenting Stress
Inventory, PSI) is utilized and a study is conducted as a 36-item self-reported questionnaire
that provides data to show parental stress and stress factors (Dardas & Ahamad, 2014).
Parental stress in relation to ASD has already been discussed in the previous article. Here,
in research presented by Osborne and Reed (2009) those stressors are discussed in relation to the

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

child and its outward behavior [problems]. Within the introduction, descriptions of possible
fallacies within the research are presented: can it be detected if a behavioral problem is related to
parental stress or other (potentially unknown) factors are at the root cause? Also, as discussed,
the severity of ASD symptoms can widely differ case to case, which challenges the option for a
reliable scale measure.
It is noted immediately within the study research that there is a direct correlation between
parental stress and child behaviors. The study suggests that varying parental connections to the
child also affects how stress is implied to the child. Now the studys goal moves towards
explaining why and which stressors affect the behaviors the most and how this affects the childs
growth cognitively and developmentally. Two studies were conducted over a period of time, each
searching for answers on the relation of parental stress and ASD behaviors in children. After
several months, researchers were brought to a conclusion that determined their hypothesis of
parental stress exacerbating behavior problems (Osborne & Reed, 2009).
The studies also provided a look into a cycle that seems to arise. As parental stress
increases, behaviors in the child increase, which then continues to add towards their stress which in turn can inhibit the guardian from caring for the child and addressing those behaviors in
the most suitable way. In concluding the discussion of Osborne and Reeds study, an important
factor (parental stress) to raising ASD children was brought up. The effects on the children were
adverse and some fail to acknowledge this, but with correct and better intervention it is possible
to find a resolution.
Reducing Stress to Improve Child Health

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

Now that the stressors have been identified, it is important to realize the value in reducing
that stress that children must endure. Before analyzing their stress, the authors Bothe, Gignon
and Olness (2013) explain whereabouts the stress might arise: family, violence, school and peers.
These stressors can bring about imbalanced mental health, anxiety, behavior and physical health
problems within children. As explained in previous articles, most are equipped with extenuating
coping skills to deal with typical stress, but Bothe, et al. explains that some might never get to a
developmental point where these coping strategies are completely developed or understood to the
point of use. It becomes vital that children and adolescents to get the chance to improve these
skills as reducing common stress can improve well-being and health-related issues (Bothe, et
al. 2013).
In order to improve these aspects, twenty-eight third grade students opted to participate in
a study that supplied students with intervention techniques for dealing with stress. The children
later discussed the activity (10 minutes of daily stress management) in a level of enjoyment and
success both inside and outside of the school context. The children and those around them began
to see improvements throughout the school year and beyond. This method of study was
successful in showing that stress-management can be implemented into a daily classroom
without interrupting the usual flow of learning but actually increasing the cognitive flow and
ability from the children across the school day.
Increasing Physical Activity to Improve Overall Health
As a nation, it is already recognized that students are not receiving the recommended PA
(physical activity) needed throughout the day. PA in a child has many health benefits that span
past the obvious obesity crisis we face now. In an article by Sorenson and Zarrett (2014), these
greater benefits are explored for children who present on the Spectrum for Autism. First, the

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

authors describe adolescence as the crucial and last standing point to implement routine of
physical activity into the lives of children. It becomes clear that interventions to increase this be
set no longer than this point as what they learn/experience here will most likely carry on into
adulthood. The benefits that wreak from increased physical activity are noted through improved
physiological, cognitive, psychological, and behavior function (Sorenson & Zarrett, 2014).
Through a course of studies, nineteen were evaluated for success and analysis. These findings
aim to teach that with increased PA inside the classroom even attentiveness and academic
outcomes increase, with ASD-common behaviors (such as aggression and self-harm) decreasing
enough to be notable for the studys purpose.
School Context
According to schooldigger.com in 2014, there were 473 students enrolled in suburban
Eliseo C. Felix Elementary School (Pre-K-8). For those 473 students, there were 20 teachers
noted to be full time. These numbers present an approximate 25:1 ratio within the Title I classes.
This number presents to be on the rise since 2009 (schooldigger.com). Of those 473 students,
83% of them are Hispanic, 9% White and 8% African American. Additionally 92% of students at
ECF participate in the free/reduced meal program. While the exact number of ELL students is
unavailable for public record, it is noted that full programs are offered for ELL/ESL support.
Further, according to GreatSchools.org, specifically important to this paper, Eliseo C. Felix
provides consistent and adequate special education programming. The services offered cover
cognitive disability and speech/language services. In addition to the broader range of services
offered for students in needs, ECF is also successful in offering services per specific student need
(greatschools.org).

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

Synthesis of Current Literature

The literature reviewed all have similar themes. First, it is made clear that children and
their families are adversely affected by the pariahs of stress. The stressors of Autism Spectrum
Disorder (ASD) obviously affect the child as it develops what is typically overlooked is the
amount of stress parents endure, as well as how their stress affects their child. Within the articles
examined, extensive exposure and feelings of stress often increased behavioral problems for
children with ASD. For this specific reason, an active and healthy program has been designed to
increase the awareness of mental health benefits in parents and their children. Through mentorlike guidance within a supportive environment, the program looks to begin decreasing stress
levels as it pertains to direct student health and overall achievement.
Discussing stress within the families also brought about the need for intervention. Of the
literature reviewed, each suggests that children should be exposed to more frequent physical
activity. The increase of PA in children with ASD is commonly linked to lesser behaviors. In
addition to PA as an intervention strategy, the research also remarks the need for multiple coping
strategies be in place for the children and their families. During the month of April, new methods
of integrating PA in the classroom will be announced and carried through. By educating teachers
and parents on the many benefits of increased PA, there should be an immediate desire for this
project. Allowing students the use of tools like stability balls can decrease unwanted fidgeting
and time spent off-task, again increasing student engagement in lesson and their classroom
achievement. This goes for all children not just those diagnosed with ASD or other special
needs.
Practical Implications

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10

Implementation in the School

The month of April is national Autism Awareness Month. During this month, within
Eliseo C. Felix Elementary School, the staff, students and parents are invited to join in support of
the Light it up Blue movement (see Appendix C for calendar). All month long, a greater effort of
support and awareness will be brought forward to the community for families who live with
Autism. A months-worth of activities and seminar-type group gatherings have been scheduled to
increase parent and community support. Each planned event aims to achieve one similar goal:
increase Autism awareness by teaching ways to help alleviate the stress that arises for families
with ASD.
Administration Proposal
One thing that is so great about this program is its low cost to implement. Each Monday
of the month, could be considered our most costly events. For instance, Monday, April 4th has
been designated the day to introduce stability balls into the classroom. Even allowing each
grade-level a set of 3-5 balls each is approximately $1,000 for the 20 classrooms. This being
said, it may be more cost efficient to allow the school to purchase one class set that teachers may
rent out either per set or per ball as they see fit for their classroom.
Further into the calendar, a day for gardening is implemented. Typically, commercial
stores like Lowes and Home Depot will work with schools towards gaining these supplies.
Gardening is a great activity for children whom have sensory needs. This also allows children to
learn about sequential processes, how to manage/take care of something and can be implemented
with math and writing curriculum.

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The following Movement Mondays are in place to support and supplement movement
within the classroom. According to the research from above, note how increased PA in children
can improve a whole slew of benefits within the classroom and the child. These topics of
integration should require little effort from teachers as they continue with their typical routines.
However, the greater the effort put forward (along with participation and willingness) the greater
the success this program will be for children at ECF. The schools goal (the Avondale District as
well) is to increase student achievement and test scores what a greater way to do so than by
starting with increased physical activity in the classroom to get those brains active.
Parental and Community Support
Continuing with the direct implications of Light it up Blue month, twice a week, support
groups and classes are being offered to the schools community. Here is where community
support really comes into action. Community, staff and parent leaders will be in charge or
leading the support groups and classes. Literature will always be provided by the event
coordinators, but in order for effective turnouts, it is important that the community have a large
role in each aspect of the month. At each event, their active participation will be asked of and
appreciated in order to achieve the success that Light it up Blue seeks.
Program Spans All Ages
The community of Avondale around ECF is full of students whom vary in age of pre-k to
eighth grade. The events that have been planned do not limit themselves to only a specific age
group/range. Children can be affected by Autism at any age, and where they fall on the spectrum
can also vary. As mentioned, each program event can be made to accommodate each childs
needs. This brings the importance of community involvement back again, too. During the

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12

Movement Monday events, for example, some more family/parent/adult support may be needed
here as not all children with ASD can participate without the aid of an adult. Younger children
and older children, alike can all enjoy gardening, but the eight-year-old may need more
assistance than the thirteen-year-old. Parent involvement will also effect the conversations that
happen during support/classroom days. The ages that are discussed will be brought up as parents
seek guidance through the program.
Teaching Additional Health Concepts
As said within parental support, each Wednesday and Saturday in the month of April has
been scheduled for tips/classes for families with children with Autism. The classes or discussions
held follow these three topics: sleep, diet and stress. These three concepts correlate to three of the
biggest struggles parents can face when their children are diagnosed Autistic. While raising
awareness and increasing education on these concepts, it is a hope to help alleviate some of these
obstacles the parents within the ECF community can face. Sleep, diet and stress issues will be
brought up in a way that is parent-friendly. It can be difficult finding solutions and guidance
when most of the information is presented within lengthy journal articles that can be bogged
down with jargon and confusing data. The Light it up Blue coordinators seek to address this
need.
Marketing and Design
As with any school function, the greatest awareness happens with parent newsletters (see
Appendix B) and posters plastered around the school (see Appendix A). All month long, the
bulletins and posters will be displayed along the halls and doors around ECF campus. In
addition, one of the greatest marketing concepts for this program will be the custom T-Shirts

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available to order (see Appendix D). These t-shirts are not time specific, so it will be relevant for
years to follow. As a whole, the event of Light it up Blue at ECF will be marketed as a
parent/community-friendly month to seek support, guidance and fun for those with ASD. The
calendar of events will also be on display to show those interested what will happen each week
so that they can make the choice to join in on participation.
Conclusion
At Eliseo C. Felix Elementary School, there is a dedicated program to helping students
with special needs be successful in the classroom setting. Around the school, kids at varying
levels of cognitive functions are seen daily. What is also seen is the looks of concern that pass
through teachers, aids and parent faces daily as they drop their children off for the self-contained
classrooms. Being a parent of a child with special needs (in the case of this paper, specifically
Autism) can be extremely challenging. Dealing with a students diagnosis can be difficult and
confusing as there are so many aspects that can affect a childs day as they can be misunderstood
daily. The Light it up Blue healthy and active school program intends to assuage some of the
stresses that families can face on a constant basis.
With a variety of events that welcome the communitys support, it is hopeful that this
program can span past its first month of implementation. In fact, as years pass, knowledge should
continue to grow in Autism awareness so that the quality of content presented can as well. In
fact, without community support, it is doubtful that this program can cede past its first trial
month. Increased participation may even allow this event to become more than one month of
implementation. It is the goal for Light it up Blue coordinators that within a 5 year time span, the
even become a year-round deal. Instead of weekly focuses on health concepts, they will be
developed into month-long teachings. The lessons on the three main concepts of sleep, diet and

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14

stress will be implemented seamlessly into classroom curriculum and everyday routine for 100%
of the students at ECF not just those diagnosed special needs. There is always a need for
increased physical activity and health awareness within the classroom!
With successful implementation the families and community at ECF will benefit greatly
from increased education on those topics which in turn can positively impact student learning
and achievement as a whole.

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

APPENDIX A

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THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

APPENDIX B

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APPENDIX C

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APPENDIX D

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References
Bothe, D. A., Grignon, J. B., & Olness, K. N. (2014; 2013;). The effects of a stress management
intervention in elementary school children. Journal of Developmental and Behavioral
Pediatrics: JDBP, 35(1), 62.
Dardas, L. A., & Ahmad, M. M. (2014). Psychometric properties of the parenting stress index
with parents of children with autistic disorder. Journal of Intellectual Disability
Research, 58(6), 560-571. doi:10.1111/jir.12053
Eliseo C. Felix School. (n.d.). Retrieved November 24, 2015, from
http://www.greatschools.org/arizona/goodyear/1105-Eliseo-C.-Felix-School/details/

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Eliseo C. Felix School. (n.d.). Retrieved November 24, 2015, from

http://www.schooldigger.com/go/AZ/schools/0096001154/school.aspx
Hampton, T. (2006). Effects of stress on children examined. JAMA [H.W. Wilson - GS], 295(16),
1888.
Lord, C., & Luyster, R. (2006). Early diagnosis of children with autism spectrum disorders.
Clinical Neuroscience Research, 6(3), 189-194.
Matson, J. L. (2007). Current status of differential diagnosis for children with autism spectrum
disorders. Research in Developmental Disabilities, 28(2), 109-118.
Osborne, L. A., & Reed, P. (2009). The relationship between parenting stress and behavior
problems of children with autistic spectrum disorders. Exceptional Children,76(1), 54-73.
Sorensen, C., & Zarrett, N. (2014). Benefits of physical activity for adolescents with autism
spectrum disorders: A comprehensive review. Review Journal of Autism and
Developmental Disorders,1(4), 344-353. doi:10.1007/s40489-014-0027-4

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

Criteria with
Professional
Standards
Referenced

5
Exemplary
(97 100%)

4
Highly
Proficient
(93 96%)

22

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Introduction
is fully
developed
with all
topics
introduced.

Introduction is
addressed well.

Introduction is
addressed
adequately.

Introduction is
omitted.

Literature
review
addresses
major issues
in the area.

Literature
review may
address major
issues, but
issues may not
be supported
with expert
knowledge.

Literature
review does not
address the
major issues in
the area; the
level of support
for the issues is
not adequate.

Literature
review does not
have the depth
of knowledge
appropriate to
the upper
elementary
level course.

Includes 3
references.

Includes less
than 2
references.

Introduction
Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)

Introduction is
fully developed,
introduces all
topics, and
invites the
reader to read
further.

InTASC 1c,k;
5k; 9f; 10h

5 x 2=10 points

NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5 peer
reviewed
original research
articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b

NETS-T 3a,d;
4a,c

Literature
review
highlights major
issues in the
area.

Thorough use of
a range of
references to
support key
issues.
Description of
important
studies
establishes
context for the
reader.

Thorough use
of a range of
references to
support key
issues.
Includes
descriptions
of important
studies to

Good use of
references, but
additional
references may
have
strengthened
the paper.

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

Includes more
than 5
informative
references.

5 x 3=15 points
Synthesis of
Information
(what did the
articles
collectively say
about the topic?
Which authors
had similar and
different
findings?)

Studies covering
the same topic
synthesize
related research.

5 x 3=15 points

provide
context for
the reader.

23

Includes4
references.

Includes 5 or
more
references.
Studies
covering the
same topic
are
summarized
and
integrated

Information is
presented
study-by-study
rather than
summarized by
topic.

The literature
review is a
mixed set of
ideas without a
particular
focus.

The literature
review does not
demonstrate
upper UG

Pratical
implications
are discussed
but not at a
particularly
level or in a
particular
setting and
many details of
your event are
missing.

Practical
implications
are not
thoroughly
discussed and
only a few
details of the
event are
present

Practical
implications
are not
discussed and
no details of
the event are
present.

level work.

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Practical
Implications
(Discuss how
the findings can
or will later be
applied to your
teaching setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;

Practical
implications of
your event
details including
your teaching
level and in a
particular setting
are discussed
thoroughly.
Must have at
least 6 topics
embedded.

5 x 6=30 points

Pratical
implications
are discussed
but not
related to a
particular
teaching
setting or
topic or
certain
details are
missing.

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24

CC9S8
Conclusions
ITASC 1c,k; 5k;
9f; 10h

Major issues
support and
establish
conclusions.

NAEYC 6b
NETS-T 3a,d;
4a,c

The major
issues are
summarized
under
conclusions.

The
conclusions are
not complete.

Provides
opinions, but
not a summary
of findings.

No conclusions
are included.

Brief outline
with at least
5 original
peer
reviewed
references
written in
APA format
is submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in APA
format are
submitted.

Brief outline
with one or no
references
submitted.

No outline was
submitted.

5 x 2=10 points

CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Outline Turned
In

Logical, detailed
outline with at
least 5 original
peer reviewed
references
written in APA
format is
submitted.

5 x 2=10 points
First Draft of all
sections
submitted with
changes made
integrating
instructor
comments from
the outline

Detailed draft of
all sections of
the paper with
appropriate
content, headers,
writing style,
and references
in APA 6.0 style.

Detailed draft
of ALL
sections with
some errors
in content
covered,
headings,
writing style
and/or
refernces in
APA 6.0
style.

Detailed draft
of MOST
sections with
some errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

Missing
sections or
paper has
regular errors
across content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

Incomplete
(missing half of
the
requirements)
or completely
missing paper.

Integration of
instructor
comments from
first draft

All comments
from instructor
integrated into
final version. All
were highlighted
in yellow

Most
comments
from
instructor
integrated
into final
version. All
were
highlighted

Some
comments from
instructor
integrated into
final version.
Most were
highlighted in
yellow

Very few
comments from
instructor
integrated into
final version.
Most were
highlighted in
yellow

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from instructor
integrated into
final version.
The changes
were not
highlighted

THE EFFECTS OF STRESS ON SPECIAL NEEDS CHILDREN

25

in yellow
Writing and
referencing style
Cover Page = 5
Points
Reference Page
= 5 Points
10 Points Total

Cover page
included, proper
spelling and
grammar, all
references in
APA 6.0 style.
Paper was
appropriate
length (at least 5
pages)
5 X 2 = 10
points

Cover page
included, few
grammatical
errors and
misspellings,
all references
in APA 6.0
style. Paper
was
appropriate
length (at
least 5 pages)

Cover page
included, some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (3-4
pages)

Cover page not

included, many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (1-2
pages)

Cover page not

included, major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.
Paper was too
short for the
topic (1-2
pages)