1

HDCN 6391: BEHAVIORAL SCIENCE Term MAY 2017

TUESDAY 6:00 pm- 10:15 pm Professor: Gay McAlister Phone: 972-473-3452 Office Email: gmcalist@smu.edu Office Hours: Tuesday 5- 6 PM and Wednesday 5-6 PM; other times by appointment

COURSE DESCRIPTION & CONTENT AREAS

Welcome to Behavioral Science! This course will be an examination of the fundamental principles of behavioral science research. There will be an overview of the conceptual need for research, history of research, statistics, and ethics plus an introduction of the methods or designs commonly employed and the procedures utilized to collect and analyze data. Every single day we hear statistics from a variety of sources and often they are presented in a misleading manner. The purpose of this course is to provide you with the basic tools you will need to succeed in the behavioral sciences, but to also decipher the truth from little statistical lies. Although most students find statistics intimidating, I would like to convince you during our time together that statistics can be understandable, important, and (dare I say) fun. No more mathematics than basic high school algebra is necessary to succeed in this course.

Methods of Instruction: This course is taught through direct instruction with lecture, powerpoint, visual aids, handouts, assigned text, outside readings, homework, statistical problems, videos, and experiential learning. A contract exists between instructor and student in that students must agree to ask questions when concepts are unclear so that the instructor receives appropriate feedback about need for further clarification and need for re-teaching

REQUIRED TEXTS and MATERIALS

Mlodinow, L. (2009). The Drunkard's walk: How randomness rules our lives. New York: Pantheon Books. Salkind, N. Statistics for People Who (Think They) Hate Statistics, 5th ed. (2014.) Los Angeles: Sage. ISBN13 978-1-4522-7771-4 (paperback) ISBN-10: 1452277710 Publication Manual of the American Psychological Association, 6th ed. (2010). Washington, DC: American Psychological Association. ISBN-10:1-4338-0559-6 Inexpensive, basic calculator with square root function, cost under $10.

2

ADDITIONAL OPTIONAL READINGS (IF YOU WANT TO KNOW MORE)

Atkins v. Virginia, 536 U.S. 304 (2002). http://caselaw.findlaw.com/us-supreme-court/536/304.html Baer, R. (2007). Switching time: A doctor’s harrowing story of treating a woman with 17 personalities. New York: Crown Publishing. Beam, A. (2003). Gracefully insane: The rise and fall of America’s premier mental hospital. New York: Public Affairs.

Carey, B. (2015, December 26). Robert Spitzer, 83, Dies; Psychiatrist Set Rigorous Standards for Diagnosis. New York Times, B6. Cherlin, A., Cowan, P., Cowan, L., and Burton, L. (2009). Is that a fact? Three brief reports prepared for the Council on Contemporary Familes. (Brochure). Miami: Council on Contemporary Families. https://contemporaryfamilies.org/fact-three-brief-reports-credibility-facts/ Doctor and Two Former Hospital Employees Plead Guilty to HIPAA Violations, July 20, 2009. https://www.fbi.gov/littlerock/press-releases/2009/lr072009.htm Retrieved 2/24/2016. Duke, P. (1987). Call me Anna: The autobiography of Patty Duke. New York: Bantam. Duke, P. and Hochman, G. (1992). Brilliant madness: Living with Manic Depressive Illness. New York: Bantam. Editors. Keep psychologists out of interrogations at the next Guantanamo [Commentary]. Scientific American, July, 2015. http://www.scientificamerican.com/article/keep-psychologists-out-of-interrogations-at-the-next-guantanamo-commentary/ Ellenberg, E. (2014). How not to be wrong: The power of mathematical thinking. New York: Penguin. Feiler, B. (2013 ). Secrets of Happy Families. New York: William Morrow. Ford v. Wainwright, 477 U.S. 399 (1986). http://www.capitalpunishmentincontext.org/resources/casesummaries/ford Jaffee v. Redmond, 518 U.S. 1, 11-12 (1996). Jamison, K. R. ( 1995). An unquiet mind: A memoir of moods and madness. New York: Alfred P. Knopf. Jamison, K.R. (1996). Touched with fire: Manic-depressive illness and the artistic temperament. New York: Free Press Paperback.

3

. Meyer, J.D. (2014). Personal Intelligence: The power of personality and how it shapes our lives. New York: Scientific American/ Farrar, Straus and Giroux. Mlidinow, L. (2013). Subliminal: How your unconscious mind rules your behavior. NewYork: Vintage Books. Reynolds, C. R., Lowe, P. A., & Saenz, A. (1999). The problem of bias in psychological assessment. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (3rd ed., 549–595). New York, NY: Wiley.

Savage, S. (August 29, 2008). OKC woman sentenced for HIPAA violations. Journal Record. http://www.redorbit.com/news/health/1537106/okc_woman_sentenced_for_ hippa_violations/ Retrieved 2/24/2016. Seager, S. (2014). Behind the gates of Gomorrah: A year with the criminally insane. New York: Gallery Books. Seife, C. (2010). Proofiness: The dark arts of mathematical deception. New York: Viking. Texas Healthcare employee facing jail for disclosure of patient health information. Hippa Journal, December 20, 2015. http://www.hipaajournal.com/texas-healthcare-employee-facing-jail-for-disclosure-of-patient-health-information-8223/ Retrieved 2/24/2016 Yalom, I. (2000). Love’s executioner and other tales of psychotherapy. New York: Basic Books. Yalom, I. and Elkin, G. (1990). Every day gets a little closer: A twice-told therapy. New York: Basic Books.

4

STUDENT LEARNING OUTCOMES AND EVALUATION METHODS

Students will identify historical and ethical development of statistics and research Student Learning Outcome: Trace development of research and research methods through major events and contributors. Evaluation Methods: Final exam; reading, homework, class discussions.

Students will distinguish types of research from other sources of information (theory, opinion, or anecdote). Student Learning Outcome: Identify and categorize types of research Evaluation Methods: Class discussion, In-class activities, critique paper; Final Exam.

Students will analyze how research and statistics can advance the counseling profession, their counseling practices, and themselves as consumers. Student Learning Outcome: Critique a current research study from a peer-reviewed journal. Evaluation Methods; Class Discussions; critical analysis of current journal article; Final Exam.

Students will identify basic statistical terms and concepts (correlation, validity, reliability, measures of central tendency, measures of variability) used to understand data in counseling research. Student Learning Outcome: Calculate and solve problems with confidence level, standard deviation, and basic statistical formulas. Evaluation Methods: Homework, In-Class Activities; Review and Analysis of current research; Final Exam.

Ethical and culturally relevant factors in selecting, administering, and interpreting research Student Learning Outcome: Analyze research for application of ethics and acknowledgement of cultural differences Evaluation Methods: Class Discussion, Review and analysis of relevant ethical codes, Review of select journal articles, Final Exam.

CACREP F.1. d.The role and process of the professional advocating on behalf of the profession e.Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients. Student Learning Outcome: Students will engage in an advocacy action of their choosing on behalf of the profession or clients; provide documentation of an email to one elected representative stating their opinion or support for an issue of current interest locally, statewide, or nationally Evaluation Methods: Class Discussions; Communication with their elected representative; Final Exam

COURSE GRADING STRUCTURE

Task/Assignment Possible Points

% of Grade

SMU Grade Scale

Class Attendance & Participation 50 points 5% A 93% - 100%

Journal Article Critique/APA format 200 20% A- 90 – 92%

Homework (4 X 50 = 200) Assignments selected at random for grading

200 20% B+ 87 – 89 %

Midterm Exam 250 25% B 83 – 86 %

Final Exam 250 25% B- 80 – 82 %

Advocacy Action 50 5% C+ 79 % or lower

C

5

CLASS ATTENDANCE & PARTICIPATION (100 points possible)

The class participation grade is based on attendance, punctuality, preparation, and the quality and degree of student participation, as described in the sections below.

Class Attendance & Punctuality:

*An absence from class #1 will result in an automatic deduction of 100 points from course grade. Regular attendance and participation in this course are required and considered essential. All class periods will involve class discussion and activities that cannot be made up if missed. Students are responsible for obtaining any notes or information from a missed class from their peers. Students may not request make-up work for missed in-class activities or request class notes from the instructor. In the event an unavoidable absence causes a student to miss an exam, the student should contact the instructor in advance and arrange for a make-up exam date. Absences will result in reduction of the class participation grade based on 2 criteria: advance notification, and approved circumstances. Advance notification may take the form of phone calls/voice mails or emails sent to the instructor prior to the start of class. Approved circumstances include unavoidable events such as student or family member illness, death of a close family member, car accidents, University-recognized religious holidays, injuries requiring medical attention, and so on. Circumstances that will not be approved include vacations, attendance at weddings, family gatherings, conference travel, rest days, and so on. Approval of the circumstances of any absence is a matter of the instructor’s discretion. Clearly, emergencies cannot be foreseen in advance. In such instances, please notify the instructor as soon as possible. Participation grade reductions for each absence are described below in the rubric in the Appendix to this syllabus.

Note: Any student who accrues more than 2 absences or who exceed the 50-point deduction from their course grade due to poor attendance &/or lateness will receive one of the following consequences, at the instructor’s discretion:

1. Course grade of Incomplete, if requirements have been met (see Incomplete policy in this syllabus)

2. Failing grade for the course Drop or withdrawal from the course. Be aware that this may have a financial and/or financial aid impact (see add/drop policy and withdrawal dates and policy at http://www.smu.edu/Simmons/AreasOfStudy/DRC/C/Counseling/AcademicCalendar16-17). Students who are considering dropping or withdrawing from the course should consult the Program Coordinator, Ms. Kathy Silva.

Punctuality: Students are expected to arrive to class on time, return from breaks in the time specified, and to remain in class for the entire period or until dismissed by the instructor. If a student is aware that he/she will be unavoidably delayed, he/she should notify the instructor or a peer by phone or email prior to the start of the class period if possible. Repeated lateness at the beginning of the class period and/or returning from breaks will result in grade reduction (see rubric in Appendix to this syllabus). A tardy of more than 15 minutes equals an absence and two tardies will result in a ten point grade reduction.

Class Preparation, Participation, & Decorum : Students should arrive at each class meeting having completed all of the assigned homework and reading, and sufficiently familiar with the readings to engage knowledgably in discussions and offer comments and questions that demonstrate thoughtful engagement with the material. All students are responsible for participating in class discussions and

TOTAL POINTS POSSIBLE 1000 100% C- (Failure, any C or

below)

6

activities, and for maintaining a respectful and courteous demeanor toward other students and the instructor. Repeated instances of inattention &/or non-participation will result in a private consultation with the instructor to determine appropriate remediation and may result in a reduction of the final course grade.

All students (and the instructor) are expected to contribute to a safe classroom climate free from judgment, derision, or marginalization, and conducive to a productive exchange of ideas. Any student who finds the conduct of other students or the instructor offensive is encouraged to respectfully voice such concern in class, or privately with the instructor. Any student who has particular difficulty participating should discuss this privately with the instructor prior to the beginning of class. Students should not discuss personal disclosures of any other student – in or out of class, in person or online - unless the student is present and agrees to such a discussion. Electronic media & distractions: Please turn off (or set on silent/vibrate) all cell phones or other electronic devices, except laptops as needed for taking notes. Please do not read newspapers, books for other classes, or other outside reading material during class. Breaks & meals: Soft drinks or water may be consumed in the classroom. One breaks will be provided for meals.

ASSIGNMENTS

Note: Except for problems and unless otherwise specified, all assignments must be typed. Grading rubrics for assignments may be found in the Appendix to this syllabus.

Critique of one peer-reviewed journal article (Due at Class #7) = 200 points Students will select and critique one peer-reviewed article which includes statistical analysis formatted per APA 6th edition from a professional journal (no older than 6 years) related to some aspect of counseling. Scoring rubric attached with point value; a reference for APA format will be provided. Instructor is not available to proof drafts. Attach a hard copy of the full text article with your paper for the instructor with this assignment. Detailed guidelines and a grading rubric for this assignment may be found in the Appendix. Length: 6-8 pages Homework Assignments = Four randomly graded assignments at 50 pts. X 4= 200 pts. Complete questions and/or activities as emailed or assigned in class; include your name on every page. Keep a copy for your records. These will be used as discussion documents in class and four (4) will be selected at random to be graded. Homework assignments will comprise 200 points of your grade. Assignments are due on date as assigned. If you must miss class, you may E-mail or fax to the instructor. Late work will be accepted at the discretion of the instructor with substantial late points deducted per instructions regarding attendance.

Instructor is not available to proof homework or assignments prior to submission.

Mid-term (250 points) and Final Exam (250 points) = 500 points maximum The exams will be multiple choice, matching, true-false, short answer, and/or essay and will cover the textbook, lectures, power points, articles, handouts, test instruments and any guest speakers. Statistical problems or research interpretation may be included in exams. Although some chapters may be covered briefly in class, students are responsible for all content. No exams will be given early; make-ups scheduled at the discretion and convenience of instructor according to university policy. Students unable to take the final exam as scheduled will receive an INC according to university policy and may schedule a date in the next term for testing.

7

Advocacy Action (50 points)

Students will engage in an advocacy action of their choosing on behalf of the profession or a population; provide documentation of an email to one elected representative stating an opinion or support for an issue of current interest locally, statewide, or nationally in support of the counseling profession or an underserved or underrepresented population. Due week #10 or as indicated by instructor.

Participation Grade (50 points) See page ten.

Late & Make-Up Work Policy

In general, there is a 10% penalty for each day an assignment is late. If an assignment is more than three days late (>30%), it will not be accepted and a grade of “0” will be entered. Students who are absent on the day an assignment is due may submit the assignment electronically (as an email attachment) by 5:00 pm on the due date. If extreme, unavoidable circumstances (such as prolonged illness) prevent completion of an assignment by the due date, the student should contact the instructor as far in advance of the due date as possible to determine whether an extension may be offered.

Incomplete Grade Policy

A student may receive a grade of “I” (Incomplete) if at least 50% of the course requirements have been completed with passing grades, but for some justifiable reason acceptable to the instructor, the student has been unable to complete the full requirements of the course. At the time a grade of I is given, the instructor must stipulate in writing to the student and to the University registrar the requirements and completion date that are to be met and the grade that will be given if the requirements are not met by the completion date. Normally, the maximum period of time allowed to clear the Incomplete grade is 12 months. The grade of I is not given in lieu of a grade of F or W, or other grade, each of which is prescribed for other specific circumstances.

A grade of “F” will be given if a student’s work toward an Incomplete grade is not completed by the due date or if it is of unacceptable quality. The grade of I does not authorize a student to attend the course during a later term. Graduation candidates must clear all Incomplete grades prior to the deadline in the Official University Calendar, which may allow less time than 12 months. Failure to do so can result in removal from the degree candidacy list and/or conversion of the grade of I to the grade indicated by the instructor at the time the grade of I was given.

Graduate students are allowed a maximum of two (6 hours) concurrently-held grades of Incomplete in courses other than thesis. If this maximum is reached, the student will be allowed to take only one 3-hour course per term until the Incomplete total is reduced. Students who accumulate a total of three grades of Incomplete in courses other than thesis will be put on probation and not allowed to enroll further until the total is reduced.

Religious Observance

Religiously observant students wishing to be absent on holidays that require missing class should notify their professors in writing at the beginning of the semester, and should discuss with them, in advance, acceptable ways of making up any work missed because of the absence.

8

Disability Accommodations

Students needing academic accommodations for a disability must first register with Disability Accommodations & Success Strategies(DASS). Students can call 214-768-1470 or visit http://www.smu.edu/Provost/ALEC/DASS to begin the process. Once registered, students should then schedule an appointment with the professor as early in the semester as possible, present a DASS Accommodation Letter, and make appropriate arrangements. Please note that accommodations are not retroactive and require advance notice to implement. Students should present a DASS Accommodation letter no later than the first class meeting.

SMU Weather Emergencies: The SMU-in-Plano campus is closed in weather emergencies when the main campus has announced closure, or when the Plano ISD has announced school closures. Students should monitor the SMU home page for weather closing updates.

Academic Integrity

Students are reminded of the SMU Honor Code as referenced in the Student Handbook. Intellectual integrity and academic honesty are foundational for this program. Please reference and review the university policies regarding the responsibility, policies, and penalties regarding academic honest found at:

http://www.smu.edu/StudentAffairs/StudentLife/StudentHandbook/HonorCode

Cheating and plagiarism are types of academic misconduct and will not be accepted.

The term “plagiarism” includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. Plagiarism also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Plagiarism is plagiarism, whether intentional or unintentional. To avoid plagiarism, follow guidelines in the current edition of the APA Publication Manual. APA-style writing is always required for every submitted document or assignment, unless specified otherwise by this instructor. Students should be prepared to submit papers and other written work electronically so that the instructor can use anti-plagiarism software to validate the originality of the student’s work. Students also have access to these plagiarism-prevention tools and are strongly encouraged to utilize these resources.

The term “cheating” includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests or examinations; (2) dependence upon the aid of sources specifically prohibited by the instructor in writing papers, preparing reports, solving problems or carrying out other assignments; (3) the acquisition, without permission, of tests or other academic material belonging to a faculty or staff member of the university; (4) dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s); (5) any other act designed to give a student an unfair advantage.

If cheating or plagiarism is discovered, a faculty member will assign penalties. Penalties can include reducing or changing a grade or issuing a failing grade for an assignment/test or for the entire course. In addition, a student who has cheated or plagiarized may be dismissed from the academic program and the university.

9

Week Reading Topics Due

1 4/4/17

Read and discuss Salkind Chapter 1 Terms Drunkard’s Walk: Chapter 1

Course overview Types of research: Quantitative & Qualitative Classic research experiments PEMDAS

2 4/11/17

Salkind Chapters 2 & 3 Drunkard’s Walk: Chapter 2

Ethics of Research Descriptive Statistics Measures of Central Tendency &

Variability, PEMDAS

3

4/18/17

Salkind Chapter 4 & 5 Drunkard’s Walk: Chapter 3

Histograms & Correlation Scales of Measurement How to Evaluate a Research Article

4

4/25/17

Salkind Chapters 6 & 7 Drunkard’s Walk: Chapter 4

Reliability & Validity Hypothesis Statements

5

5/2/17

Salkind Chapter 8 Drunkard’s Walk Chapter 5

Normal Distribution MIDTERM EXAM over Chapters 1-7

6 5/9/17

Salkind Chapters 9 & 10 & 15 Drunkard’s Walk: Chapter 6

Inferential Statistics, Z tests Significance tests & confidence intervals

7 5/16/17

Salkind Chapters 11, 12, & 17 Drunkard’s Walk: Chapter 7

T tests (Dependent & Independent) Chi Square tests

Article Critique

8 5/23/17

Salkind Chapters 13 & 14 Drunkard’s Walk: Chapter 8

Sir Ronald Fisher Day Analysis of Variance, Cohen’s D

Appropriate Costumes appreciated

9 5/30/17

Salkind Chapters 14 (again) 15,16, 18

Drunkard’s Walk: Chapter 9

Factorial Analysis of Variance (Two Way Analysis) Regression

10

Final Exam

10 6/6/17

Drunkard’s Walk: Chapter 10 Review of concepts Final Exam

Advocacy Project due

11

APPENDIX: GRADING RUBRICS Attendance and Participation

Name: ________________________ Instructor: McAlister HDCN 6391

6340 Criteria Points

MAX = 5 5 3 2 0

Attendance /

Promptness

Student is always prompt and regularly attends classes.

Student is late or absent to class once OR LEAVES early and regularly attends classes.

Student is late or absent to class twice or leaves early but regularly attends classes.

Student is late or absent to class more than twice and/or has poor attendance of classes.

____

Level Of

Engagement In

Class

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

Student listens when others talk, both in groups and in class. Student incorporates or builds off of the 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, both in groups and in class. Student often interrupts when others speak.

____

Behavior

Student almost never displays disruptive behavior during class, no texting, No internet surfing, no emailing

Student rarely displays disruptive behavior during class or texting or internet surfing

Student occasionally displays disruptive behavior during class including texting, internet surfing

Student frequently or almost always displays disruptive behavior during class-texting, cell phone out, Internet surfing

____

Preparation

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.

____

STUDENT 25 MAX Instructor 25 MAX

50 MAX Total= ____

Instructor Comments:

12

SMU - COUNSELING PROGRAM

STUDENT PROGRESS FORM SECTIONS A, B, C & E ARE MANDATORY! PLEASE READ INSTRUCTIONS CAREFULLY.

SECTION A.

Name

Semester

Course Title

Instructor SECTION B.

Student DID complete the course with credit. (If you checked this box, complete Sections C and E.)

Student DID NOT complete the course. (A student not completing the course is still subject to the following

instructor evaluations.) (If you checked this box, complete Sections C and E.)

SECTION C.

I have no major reservations about this student at this point. I see no reason why the student should not continue in the master’s degree program in Counseling. (If you checked this box, complete Section E. No review or signatures required.)

I have some reservations about this student. My reservations are indicated below. (If you checked this box, complete Sections D and E; review Evaluation with student; Instructor and student sign where indicated below.)

I have major reservations about this student. My reservations are indicated below. (If you checked this box, complete Sections D and E; review Evaluation with student; Instructor and student sign where indicated below.)

SECTION D. INSTRUCTOR COMMENTS.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________.

SECTION E. 9 8 7 6 5 4 3 2 1

1. Master of subject: Excellent Inadequate

2. Preparation for classes: Always well prepared Frequently ill prepared

3. Personal motivation/enthusiasm: Enthusiastic Indifferent

4. Ability to communicate (written): Always clear Often unclear

5. Ability to communicate (verbal): Always clear Often unclear

6. Student’s attitude toward peers: Considerate Inconsiderate

7. Concern for others (empathy, compassion, etc.):

More than appropriate

Not appropriate

8. Overall rating of student: Excellent Less than satisfactory

SECTION F. STUDENT COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________ ______________________________________________ Instructor Signature Date Student Signature (if required - see Section C) Date

13

Quantitative Article Critique Rubric

Use APA 6th Ed format throughout Attach hard copy of quantitative article (Minus 10 points w/o)

Selected from approved list

Max Points

Your Points

Cover Page 1

Running Head Full Title of article, centered Student Name, Course Title, McAlister, Term

12

Page 2 Abstract 16

Page 3 Full Title of Article, Centered 8

Page 3 Two-three sentence introduction of topic 4

Pages 3-4 The Problem (level one heading) In a narrative, discuss the practical implications of the study, purpose, clarity of author’s explanation, hypothesis, and key terms, if presented

12

Review of Literature (level one heading) Discuss and evaluate the sources cited, number, relevance, period of time referenced, whether too broad, too narrow, recent, outdated, and any evidence or suggestion of bias

20

Pages 3-5 Design and Procedures (level one heading) What research design was employed? Was it a pilot, replica, original, or meta-analysis? What measurement tools were used? What procedures employed and how structured? Number in sample and how selected? What were the variables?

20

Pages 4-5 Data Analysis (level one heading) What statistical formulas were used? How was data analyzed? Did the findings support the hypothesis? Weaknesses and limitations discussed?

28

Page 5-6 Conclusions and Implications (level one heading) Are conclusions and findings related to original purpose? Were implications discussed? Recommendations from authors? Whom will results and conclusions affect? Any evidence of bias? Address the credibility of the authors.

20

Page 6 Overall Assessment (level one heading) What is your evaluation of the study’s value and significance? What did you personally learn or gain from reading? To whom would you recommend this article?

20

Page 7 Reference(s) Cite in APA 6th ed format 20

Attach Certificate from Plagiarism Tutorial https://www.indiana.edu/~istd/test.html Instructor will not grade without certificate**

No more than 3 APA 6th ed formatting errors 20

Maximum 200 PTS

14

HDCN 6391

Behavioral Science HDCN 6391

MAY 2017

I have received a copy and explanation of the course syllabus and grading policy, and I understand how grades will be determined.

______________________________ ________________________________

Printed Name Signature

______________________________ ________________________________

Date Preferred Phone number