PSYC 1101 - INTRO TO PSYCHOLOGY

I.    Catalog Description - Psyc 1101 (3-0-3) - Prerequisite - None
      A study of Psychology as the scientific study of behavior. A broad survey of the major
      topics in psychology including, but not limited to, research methodology, biological
      and social factors influencing behavior, development, learning, memory, motivation,
      intelligence, personality, and abnormal behavior/therapy.

II.  Course Goals

      1.  To trace the emergence of psychology as a behavioral science with historical
           perspectives in philosophy and physiology.
      2.  To develop an understanding of how behavior is a function of neural and chemical
           activities within the human body.
      3.  To demonstrate that the functions of sensory processes are to produce sensation,
           trigger bodily responses to stimuli, and effectively guide behavior.
      4.  To convey that all behavior is mediated by states of consciousness which produce and
           set limits for a variety of responses within the behavior repertoire.
      5.  To develop an understanding of how learning can shape, maintain and modify
           responses emitted by the organism. To indicate that divergent behavior is a product of
           learning.
      6.  To demonstrate how memory or information processing defines stimuli from the
           external world and predisposes the organism to respond in typical ways.
      7.  To explain how internal language and thought develop from relatively primitive stage to
           very complex operations that produce skills such as problem solving, decision making
           and creativity.
      8.  To show that intelligence is a measure of the quality of behavior in terms of the
           organism's adaptiveness across situations.
      9.  To stress that all behavior is energized and directed by motives and/or emotion.
    10.  To outline behaviors in the cognitive, physical, social and emotion development of the
           organism from the parental environment through late adulthood.
    11.  To demonstrate that the total of an organism's behavior can be described and even
           predicted in terms of several personality models.
    12.  To communicate that much of what the organism responds to can be classified as stress
           and that the response itself is appropriately labeled as the organism's attempt to adjust
           to the stressful condition.
    13.  To provide and understanding that abnormal behavior is relative to the norms for the
           subject, the situation, the environment, and the element of time.
    14.  To assist the student in becoming aware of how psychologists intervene to treat
           emotional or disordered states of mind.
    15.  To intimate that as social beings, our behavior is in effect a product of our social milieu.
    16.  To enhance student communication skills, both oral and written.
    17.  To develop both scientific and personal reasoning skills.
    18.  To promote cultural and social awareness.
    19.  To develop aesthetic perspectives.
    20.  To develop social and personal skills that will help the student be successful in his/her chosen field.

III.  Class Attendance

The student is expected to attend all regularly scheduled classes. The College's attendance policy indicates that a student who misses 20% of scheduled classes may be dropped from the course with a grade of WF . Roll will be taken each class period.  In order to receive credit for attendance, you must arrive at class on time and remain until class ends.

A.  Letter grades will be assigned on the basis of the following numerical values:A = 90 - 100          D = 60 - 69
B = 80 - 89            F = less than 60
C = 70 - 79

B.  Four hourly exams and a comprehensive final will be given. Exams will consist of  multiple choice, true-false, and short answer essays.
SEE ATTACHED READING AND EXAM SCHEDULE.

C.  Library assignments consist of a critique of an article related to a subject or topic covered  by one of the areas listed below. A total of four critiques is required. Each critique should identify publication data, a statement of the purpose or intent of the author,  a summary of the content, and your critique (pro and/or con) of the article. Each critique should be appropriately subdivided and be at least two, full typewritten pages. (See critique format below and also the handout on "How to Critique an Article"). One critique will be due on the date of each hourly exam test date.

D.  Four Internet assignments will be completed.  One critique will be due on the date of each hourly exam test date. The assignments and internet links are given below.

First assignment - Take Career Key Test at http://www.livecareer.com/
Second assignment - Take an IQ test at http://www.iqtestclub.com/  (Take the Model IQ Test)
Third assignment - Take a Personality test at http://www.humanmetrics.com/cgi-win/JTypes1.htm
Fourth assignment - Take a Personality Disorder test at
http://www.4degreez.com/misc/personality_disorder_test.mv

DO NOT PAY FOR ANYTHING ON THESE WEBSITES!  If a website asks you to pay, please let me know.  These web sites should be FREE.   

E. The instructor has the option of giving periodic short exams which may or may not be announced ahead of time. These will be averaged in with the hourly exams.

F. Learning about behavior and its consequences is an important concept in this course.  Looking at classroom participation will give you an opportunity to assess your behavior in this area and learn about the consequences of your behavior. Class participation includes participation and behavior in the classroom.  Please also see classroom etiquette.   This portion of the grade will also be determined by attendence, excessive absences (see class attendance policy), and arriving late for classes.  Participation in the classroom, including classroom etiquette and attendance, will count 10% of your final grade. See attached rubric.

G. Make-up work will be conducted on an individual basis, however, there will generally be no make-up will be considered for unexcused absences . If the student is sick on the day of the exam or day when work is due, or will have to miss the exam due to circumstances beyond their control, the student is required to call the instructor for permission to miss the exam. Make-up tests will be taken in the Academic Support Center’s Testing Lab and will be essay tests. Students who have permission to miss a test will have one week to take a makeup.

H. Any time a student is absent, the student is still responsible for the material covered in class and any class assignment given that day.

I. Deadlines will be met and work will be of a standard reasonably expected from WC students. The last day of class will be the deadline for all work to be turned in or made up.

J. Incompletes - The grade of incomplete is given to students who for reason of illness or accident are unable to complete a segment of the course. At least 75% of the course requirements must be met with a passing grade Before an incomplete will be considered. In no case will the grade of Incomplete be given as a means to avoid a failing grade.

K. The contribution of the four exams, the final, and the library and internet assignments, and class participation are shown by the grade percentages below:

L.  DROPPING A COURSE WITHOUT PENALTY :
In order to officially drop a course without penalty, a student must obtain and fill out a Drop/Add form from the Registrar's Office, acquire appropriate signatures, and return the completed form to the Registrar's office before the designated date published in the Academic Calendar in the Waycross College Catalog.

An atmosphere of mutual respect will be maintained in the classroom.  Please do not hold conversations with classmates whenever the instructor or another student is speaking. Also refrain from writing and passing notes or participating in other distractive behavior. Your undivided attention in class is a must. The student is expected to come to class with his/her textbook and writing materials and be prepared to take notes.  The student should  not be doing work from other courses while in psychology class.  The instructor reserves theright to request  students who engage in disrespectful conduct and/or disruptive behavior to leave the class and if the behavior persists in future classes the instructor will drop the students from the class.  Please turn off cell phones during class.  If the instructor sees a student using his/her cell phone for text messaging during class, the instructor will confiscate the student’s cell phone.  Classroom etiquette will also be figured into the class participation portion of the final grade.

          Plagiarism is prohibited. Plagiarism is defined by Webster as the stealing and passing off of
          the ideas or words of another as one's own. Further, the MLA Handbook states,
          "Plagiarism may take the form of repeating another's sentences as your own, adopting a
          particularly apt phrase as your own, or even presenting someone else's line of thinking in
          the development of a thesis as though it were your own." For further information about
          plagiarism, see Lester, Writing Research Papers. Alleged violations involving plagiarism
          and other academic misconduct will be handled according to the procedures outlined in the
          Waycross College Student Handbook.

   VII. Academic Support Center

          The Academic Support Center (ASC) was created to offer supplemental assistance to
          students enrolled in all courses at the College. The ASC offers a variety of services at all
          levels, ranging from personal tutoring in math, reading, and composition skills to providing
          handouts and supplementary materials on writing research papers and critiques, taking
          essay and objective tests, and developing effective study techniques. Through audiovisual,
          computerized, self-paced, and one-to-one tutorial work, the ASC assists students in
          developing strengths and eliminating deficiencies. Students may be referred by instructors
          or may independently seek additional help. In addition to the webpage for this course,
          practice tests, outlines, and study guides are in  the ASC.

  VIII. ADA STATEMENT

          "The College is committed to providing accessibility to all students in accordance to
          ADA/504 guidelines. Students should contact the Director of Student Life regarding
          accessibility."

  IX. Instruction Goals and Learning Objectives By Chapter

In conjunction with the "Think About It" questions given in the text at the beginning of each chapter, students should be prepared for the additional chapter objectives.

AREA ONE

GOAL A: To trace the emergence of psychology as a behavioral science with historical
                 perspectives in philosophy and physiology.

OBJECTIVES: Chapter 1: The Science of Psychology

1. Students will be able to identify the schools that characterized the growth of psychology from
    the latter part of the 19th century to the present.
2. Students will demonstrate knowledge of the various specialties of psychology and the
    respective behavioral emphasis for each specialty.
3. Students will show understanding of the methods used to collect research data for theoretical
    and applied purposes within the discipline of psychology.

GOAL B: To develop an understanding of how behavior is a function of neural and chemical
                activities within the human body.

OBJECTIVES: Chapter 2: The Biological Basis of Behavior

1. Students will identify the components of the endocrine and nervous systems and state the bodily
    area(s) in which each component is located.
2. Students will show knowledge of the subdivision of the nervous system, the components of
    each subdivision, and the nervous system's inter-action with the endocrine system to provide
    the organism with a variety of response potential are used in personality assessment.
3. Students will become aware of the role that heredity plays in determining how characteristics
    will influence behavior.

GOAL C: To demonstrate that the functions of sensory processes are to produce sensation,
                 trigger bodily responses to stimuli, and effectively guide behavior.

OBJECTIVES: Chapter 3: Sensation and Perception

1. Students will be able to trace the flow of the sensory process from the energy source to the
    resultant behavioral experience.
2. Students will identify the components of the five sense organs and know how each component
    contributes to the sensory experience.
3. The student will be able to describe how the brain operates upon the raw data from the sensory
    experience to provide meaningful patterns called perception.

GOAL D: To convey that all behavior is mediated by states of consciousness which produce and
                 set limits for a variety of responses within the behavior repertoire.

OBJECTIVES: Chapter 4: States of Consciousness

1. Students will demonstrate an understanding of neural and physiological changes within the body
    during unconscious and conscious states.
2. The student will become aware of the sources for and the control of complex and novel
    behavior under states of altered consciousness.
3. The student will acquire knowledge of symptoms, associated behaviors, and a variety of effects
    that are produced by drug-altered consciousness.

GOAL E: To develop an understanding of how learning can shape, maintain and modify
                responses emitted by the organism. To indicate that divergent behavior is a product of
                learning.

AREA TWO

OBJECTIVES: Chapter 5: Learning

1. The student will show how classical conditioning forms bases for ongoing behavior. This will be
    demonstrated by the correct listing of the stage process in the conditioning paradigm.
2. Students will describe the principles and generalizations that specify how operant (or
    instrumental)
    conditioning exerts influence and control over behavior.
3. Students will be able to explain how cognitive learning theory, so cial learning theory, and
    contingency theory assist in our understanding, prediction, and control of behavior.

GOAL F: To demonstrate how memory or information processing defines stimuli from the
                external world and predisposes the organism to respond in typical ways.

OBJECTIVES: Chapter 6: Memory

1. The student will identify the structural components of memory, their capacities, and their
    function.
2. The student will discuss the concepts of rehearsal, retention, recall, recognition and retrieval.
3. The student will become knowledgeable of how memory interacts with perception and ongoing
    behavior.

GOAL G: To explain how internal language and thought develop from relatively primitive stage to
                 very complex operations that produce skills such as problem solving, decision making
                 and creativity.

OBJECTIVES: Chapter 7: Cognition

1. The student will trace the progress of language from sensory images to expressive language
     according to major theories on language development.
2. Students will gain practical knowledge of problem solving techniques and describe the
    mechanics of each technique.
3. The student will describe how mental operations or cognition determine our view of and
    response to the external world.

GOAL H: To show that intelligence is a measure of the quality of behavior in terms of the
                organism's adaptiveness across situations.

OBJECTIVES: Chapter 8: Intelligence and Mental Abilities

1. Students will distinguish among the formal theories of intelligence and the operations that
    characterize each theory.
2. Students will describe the content and administration of the major intelligence tests.
3. Students will understand the role of heredity and environment as determinants of intelligence.

GOAL I: To stress that all behavior is energized and directed by motives and/or emotion.

OBJECTIVES: Chapter 9: Motivation and Emotion

1. Students will show understanding of how behavior is triggered, i.e., in a stepwise fashion
    according to models on motivation.
2. Students will learn to identify typical behaviors which accompany needs and drives.
3. Students will show how varying levels of arousal and specific emotions affect performance and
    behavior.

GOAL J: To outline behaviors in the cognitive, physical, social and emotion development of the
               organism from the parental environment through late adulthood.

AREA THREE

OBJECTIVES: Chapter 10: Life Span Development

1. Students will demonstrate knowledge of developmental stages beginning at the parental phase.
    The focus will involve physical and motor maturation in addition to perceptual, memory,
    cognitive and social development.
2. Students will be able to list the cognitive tasks which accompany the major stage theories.
3. Students will provide accurate descriptions of the stresses incurred in the transition from
    adolescence to adulthood emphasizing physical, social, personal, and interpersonal
    development.
4. The student will show familiarity with changes that accompany development from young
    adulthood through late adulthood noting responses to stress and crisis handling.
 

GOAL K: To demonstrate that the total of an organism's behavior can be described and even
                 predicted in terms of several personality models.

AREA FOUR

OBJECTIVES: Chapter 11: Personality

1. The student will describe the concepts, principles and generalizations relative to major theories
     personality.
2. Students will show how personality tests and other techniques are used in personality
    assessment.
3. Students will be able to identify the methods or strategies used for personality assessment by
    the major theoretical disciplines.

GOAL L: To communicate that much of what the organism responds to can be classified as stress
                and that the response itself is appropriately labeled as the organism's attempt to adjust
                to the stressful condition.

OBJECTIVES: Chapter 12: Stress and Health Psychology

1. Students will show mastery in defining and exemplifying the concepts of stress, frustration,
    pressure, defense mechanisms, coping, and adjustment.
2. Students will learn typical behaviors that are associated with varying stress levels according to
     models provided in the text.
3. Students will be able to discuss the key components of the models which describe the
    organism's attempt to adjust.

GOAL M: To provide and understanding that abnormal behavior is relative to the norms for the
                 subject, the situation, the environment, and the element of time.

OBJECTIVES: Chapter 13: Psychological Disorders

1. Students will demonstrate knowledge of how normal, and abnormal behavior varies on a
    continuum across time, person, and situations.
2. Students will learn how abnormal behavior is classified according to the four major models in
    the text and the current Diagnostic and Statistical Manual (DSM-IV).
3. Students will have an understanding of and be able to identify the behavioral and cognitive
    disorders associated with abnormality.

GOAL N: To assist the student in becoming aware of how psychologists intervene to treat
                 emotional or disordered states of mind.

OBJECTIVES: Chapter 14: Therapies

1. The students will learn the several modes of treatment and therapies available for specific
    disorders of cognition and behavior.
2. The student will become aware of the relative success rates for different treatment alternatives,
     including ECT psychotherapy, psychosurgery, and drug therapy.
3. Students will understand the role and implications for the institutionalization of the mentally
    disordered.

GOAL O: To intimate that as social beings, our behavior is in effect a product of our social milieu.

OBJECTIVES: Chapter 15: Social Psychology

1. The student will learn and be able to define the concepts in social psychology which infer how
    individuals' perceptions and behaviors are influenced and even controlled by the social environ.
2. The student will be able to describe the social phenomena that characterizes attribution,
     conformity, altruism, etc.
3. The student will show understanding of how behavior is mediated by personal space, crowding,
     noise, and other environmental factors.
 
 

1). The length of the critique must be between 2 and 5 full, typewritten pages.

2). The critique must be double-spaced.  The margins must be one inch at the top, bottom, and both sides.
     12 point font is required.  Each page must be numbered.

3).  No cover page is necessary.  The pages of the critique must be stabled together BEFORE you come to
      class. Staple in upper left-hand corner.

4). On the top line, right side, of the first page put your name.  Skip two spaces and then put the bibliography. Skip two more lines and put the heading of "SUMMARY."  Summarize the article in about one and one half to three pages.  The next heading should be "CRITIQUE."  In the critique portion, tell what you thought about the article.  This will include your thoughts, feelings, ideas, and opinions on the article and the subject of the article.   The critique must be at least one half page.  Be sure to label all headings.  (See examples below)

5). In the very first paragraph of the summary section, state what chapter the article related to according to the assigned chapters in the syllabus and how and/or why the article relates to this chapter.  Also in the first paragraph of the summary section, state the purpose or intent of the author.

6). The articled critiqued must be current, no more than one year old.  (Be careful with internet articles concerning the copyright date)

7). The article to be critiqued must be at least one full, standard journal page in length.  A copy of the article  that was critiqued must be stapled to the back of your critique.

8). One critique will be due at the beginning of class on the date of each hourly exam test date.

 
 

Your Name  Bibliography  Summary  . . . . . . . . . . . . . . . . 1

. . . . . . . . . Critique  . . . . . . . . . . 2

HOW TO CRITIQUE AN ARTICLE

I. READ CRITICALLY

A. Definition and description of critical reading
            1. Critical reading is the process of questioning and evaluating printed material.
            2. The reader must understand the writer’s message, question it, and react to it in
                 terms of his own knowledge and experience; he is probing, comparing, and
                 reflecting as he thinks with the writer about the ideas expressed.

B. Mental attitude toward article

            1. Understand the writer’s message. Approach the reading with an open mind     and a willingness to accept new ideas or another point of view. Avoid letting personal   biases or prejudices interfere with clear thinking and objectivity.
2. Be aware of the author’s prejudices and your own as you make judgments about the material.

C. How to evaluate the author’s purpose and credibility

               1. Begin by questioning the author’s purpose; is he trying to persuade or inform?
2. Does the author tell only one side?
3. Does he make statements that are based on facts?
4. Does he use highly emotional words and phrases? You may suspect the author is shading the facts when he uses such words as “overwhelmingly,” “savagely,”  “shocking,” “brutal,” “plunge,” or “destroy.”
5. Is the author biased because of sex, religion, political inclinations, or geographic background?
6. Is the author an authority on the subject? How do you know? How can you find out?

D. How to evaluate the factual content of the article

               1. Can you determine fact from opinion, or are they woven together? (Facts can be verified by checking the information in a reputable publication, getting confirmation from a respected individual, or observing for yourself.) Certain words and phrases can help you by indicating that the statement is likely to be an opinion, (e.g., I believe, he thinks, apparently, it seems as though, probably, may, should, it appears that, in the author’s judgment, chances are, obviously, possibly, it is likely.)
2. Does the author use slogans or clever combinations of words, which are chosen for their emotional appeal? They may say little or actually be misleading, but constant repetition makes an impression.
3. Are statements based on assumptions that are not necessarily true? (e.g., The following sentence contains an assumption followed by a statement based on that assumption. “Since we are a nation of sheep, a powerful leader can shape the minds of all the people within the country.”)

II. OUTLINE THE ARTICLE (approximately 1 ½ page)

1. By skimming, locate the controlling idea through the title of the article, introductory  paragraphs, and the concluding paragraph.
2. List main ideas that support the controlling idea.
3. List significant details which advance the main ideas. (Significant details add more information to the main idea; they are important details that cannot be omitted.)
4. State the concluding idea (this is usually a re-statement of the controlling idea.)
   

III. REACTION TO THE ARTICLE

1. Before starting to write, analyze your initial reaction and the basis for it.  Is it based on emotion or fact?
2. Analyze the main ideas. Do they adequately support the controlling idea?
3. Did the author cause you to modify or question your beliefs or ideas or did he reinforce them? Why?
   

IV. WRITE THE CRITIQUE

1. Summarize the article. By using the outline you developed, synthesize the controlling and main ideas of the article into about one page.
1. Look for the author’s own compact summaries either at the beginning or end of a passage or at points of transition.
2. Summarize the author’s ideas in the order in which he has presented them, but avoid following his wording too closely. However, you may use the author’s key terms and phrases to bind the summary together.
3. Remember that writing a summary is very much like trimming a bush down to its trunk and main branches.
2. React (approximately ½ page)
1. Write your reaction to the controlling idea, the main ideas the author presented, and how they were presented.
2. Each of your reactions should refer to an idea the author presented.
3. Avoid generalizations and going off on tangents!
4. You may agree to disagree totally, or you may have both agreement and disagreement, but you must support your analysis with facts.
5. What kind of evidence did the author use to support his position? (Newspapers, journals, and other serials, manuscripts, diaries, government records, interviews, etc.)
6. Who was the author? This may give you some idea about his knowledge of the subject matter and writing skills.
7. How does the author’s thesis compare or contrast with the generally accepted view on the subject matter? You may need to consult your textbook or possibly a monograph on the subject to discern a traditional view.
8. Was the presentation well-organized, logical, and readable?
   

V. STYLE

A. At the top of the first page, list bibliographical information, single spaced, as per the following example:

            Smith, Jerry. “Women in the South.” In The Cambridge History of America.
                                 Ed. A. W. Ward and A. R. Waller. London:
                                 Cambridge Univ. Press, 1927, XIII, 231-244
                                  (Single Space)

B.  Double space the body of the critique.

3. The first paragraph should contain an introduction to the author’s thesis (theses).
4. Write in the past tense and avoid passive voice structures.
5. Critiques should be a minimum of two typed pages in length.
   

References:

1. Roe and Ross. Developing Power in Reading. Dubuque. Kendall/Hunt Publishing Company. 1974.

PSY 1101 – SPRING 2009 TENTATIVE READING AND EXAM SCHEDULE                        

 Week         Week of            Chapter Assignment and Test Schedule

   1              Jan 5                  Classes begin - Chap 1

                   Jan 13                Last day to register or change a class

   2              Jan 12                 Chap 1 & 2

   3              Jan 19                 Chap 2 & 4

                   Jan 19                Holiday – Martin Luther King, Jr. Day          

   4              Jan 26                 Chap 4

   5              Feb 2                  Test Chap’s 1, 2, 4 – Chap 5

   6              Feb 9                 Chap 6

   7             Feb 16                 Chap 7

   8             Feb 23                  Test Chap’s 5, 6, 7 - Chap 9

                Mar 2        Mid-Semester -  Last day to drop a class or withdraw without penalty

   9           March 2                Chap 9

 10           March 9                Test Chap 9 - Chap 10   

 11           March 16                Chap 10

               March 17                 Advisement and Registration Day/Regents Test – No Classes (Use this day for Early Registration)         

 12           March 23-27        SPRING BREAK!

 13           March 30               Chap 11

 14          April 6                   Chap 12

15         April 13                 Chap 13

16          April 20                Chap 14

17          April 27                 Test Chap’s 10-14

                April 30                    Last day of classes and last day for any makeup work to be done

               May 4-6        FINALS

              May 8 – Last day to pay Pre-registration fees.  If you do not pay, you will be dropped from the classes you signed up for

               May 8                   GRADUATION 

                                      CLASS PARTICIPATION

Name_____________________________________________  Grade ________

Class___________________________________   Semester ________________

The rubric presented here contains some common items, both positive and negative, that professors
regard as contributing to (or distracting from) class participation.  I will use this sheet to record how
well I see your fulfillment of these expectations.  To help you assess your own behavior, you will write
one too.  If there's a question about  the participation grade, we will compare these forms and have a
conversation on these items where we differ significantly in our judgments.  Classroom participartion
will count 10% of your final grade.

                                             POSITIVE ATTRIBUTES
1.  Enters into class  discussion
    ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
    ALWAYS                                                                                             NEVER
          5                     4                                  3                         2                    1

2.  When something is not clear, asks questions to clarify ideas
    ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
    ALWAYS                                                                                             NEVER
          5                     4                                  3                         2                    1

3.  Reads and studies textbook
     ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
    ALWAYS                                                                                             NEVER
          5                     4                                  3                         2                    1

4.  Takes notes
    ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
    ALWAYS                                                                                             NEVER
          5                     4                                  3                         2                    1

5.  Has positive attitude
    ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
    ALWAYS                                                                                             NEVER
          5                     4                                  3                         2                    1

                                                 NEGATIVE ATTRIBUTES
6.  Absent
    ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
    ALWAYS                                                                                             NEVER
          1                     2                                  3                         4                    5

7.  Shows up late
    ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
    ALWAYS                                                                                             NEVER
          1                     2                                  3                         4                    5

8.  Sleeps in class
     ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
     ALWAYS                                                                                             NEVER
           1                     2                                  3                         4                    5

9.  Exhibits disruptive behavior
    ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
    ALWAYS                                                                                             NEVER
          1                     2                                  3                         4                    5

10. Talks inappropriately  (This includes the use of Text Messaging in class)
      ALMOST     FREQUENTLY     OCCASIONALLY     SELDOM     ALMOST
      ALWAYS                                                                                             NEVER
            1                     2                                  3                         4                    5

Additional Comments:
 
    
 
 

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