Running head: SLEEP AND MISBEHAVIOR

Signature Assignment
Sleep and Misbehavior
Jordan Hammel and Paige Millan
Arizona State University
PPE 310
Dr. Hesse

Introduction
Students misbehaving in the classroom is not an uncommon issue for teachers in the
classroom. What may be uncommon are the factors that are causing students to misbehave. Many
teachers would not correlate it with the amount of sleep the students are receiving. Adolescents
who reported higher levels of sleep problems also reported significantly higher levels of risktaking behaviors (Mindell, 2005).
There are many studies that have placed emphasis on the need for an adequate amount of
sleep time for student performance. This applies across the board for students of all ages.
Students with the highest performance had significantly earlier bed times and wake times
(Amschler, 2005). Not only are students better behaved in the classroom but their overall
performance in the classroom is improved because they are alert and more focused in the

Running head: SLEEP AND MISBEHAVIOR

classroom. Knowing this, how do we communicate and begin to transform the sleep schedules of
our students to maximize not only their performance but their behaviors in the classroom?
Within the classroom environment, sleep and misbehaviors must be addressed and
communicated not only with students during the school day, but most importantly with parents
whom are the regulators of their childrens sleep schedules. By communicating the importance
and the correlation between adequate sleep and student performance, parents will be informed
and hopefully implement a schedule into their students lives that can improve and radically
change the student's performance and behavior in the classroom.
Review of Current Literature
A brief report: The neutralizing effects of stimulus control intervention for sleep on
escape behavior and token performance of a nine-year-old child with oppositional defiant
disorder, published by the American Psychological Association, looks at a case study of a nine
year old with oppositional behavior who was on an contingency management program. Ray and
Watson (2001) found that for one child, out-of-seat behavior occurred in only 32.5% of the
measured intervals. The authors determined that both escape and access to tangible reinforcers
maintained the childs behavior. More importantly, on days in which the child slept less than five
hours the previous night, out-of-seat behavior increased to 57.5% of the intervals and only access
to tangibles maintained that behavior.
The participant was a nine-year-old male, who attended fourth grade at a private school.
His parents kept a diary of when he went to sleep, and the authors and teachers made a direct
observation journal of the childs misbehavior. The teacher kept a detailed record of point awards
and losses. A core point of the intervention was the use of Patterson (1976) method for getting
children to go to bed. Patterson (1976) designed this method to deal with the childs oppositional

Running head: SLEEP AND MISBEHAVIOR

behavior around going to bed. In particular, television related issues were covered. The authors
trained the child and parent in methods to help improve sleep. The procedure involved sleep
hygiene instructions, stimulus control, and relaxation. After a thorough assessment, the author
determined that it was his poor sleeping patterns that contributed to his poor performance. This
study displayed the functional relationship between neutralizing sleep difficulty and increasing of
points earned and decreasing of episodes of response cost. The childs decreased amount of
sleep contributed to him earning less points for good behavior and more out-of his seat anxious
behaviors.
Although K12 students may have outgrown nap time, their achievement and behavior
are affected by lack of sleep (Bergin & Bergin, 2010). The purpose of Bergin and Bergins
intervention was to provide the reader with realistic situations of students and the results of the
lack of sleep they have on their academic performance. The students described ranged from high
school aged students to elementary students, and it provided a basis for the things teachers notice
during the school day in terms of sleep deprivation, and what parents can do at home, and what
the school can do to provide a support system for students in regards to their sleeping schedule in
order to help them raise their academic performance. The methods used for research were
exploring the different students profiles and determining the best ways to help them. Their
methods of research were based on statistics and information about how much sleep children
need. The rule of thumb was ten hours for ten-year-olds, and then the younger they are the
more hours, and the older they are the less amount of hours. The article also discussed how
students slept less on the school days and more on the weekends, which is not catching them up
on sleep but rather making them more tired. Results of this research indicated that schools can
help ensure students are getting enough sleep by communicating with parents about the

Running head: SLEEP AND MISBEHAVIOR

importance of sleep, and setting a regular bedtime. Also, schools can ensure that after school
activities end before 9 pm, allowing students to eat, and settle in before bedtime. Eliminating
stimuli that cause sleep problems such as TV, electronics, and lighting is essential to proper
sleep. Overall, parents and schools need to join forces to help students develop healthy sleep
habits. If they do so, students' socioemotional well-being and academic achievement should
improve, and educators' jobs should become easier (Bergin & Bergin, 2010).
Sun and Shek conducted a qualitative study in Hong Kong on what students found to be
the students perceptions of classroom misbehavior (Sun & Shek, 2012). The study focused on the
student's reason for the school misbehavior and what they felt were effective means to deal with
the misbehavior. In order to collect the data they set parameters that the students voices would
be heard and focused upon instead of the adults. There were 18 junior high students, from three
different demographic schools, partaking in this study. Each student was randomly selected by
his or her teachers to join. Questions and prompts were used to explore the students perceptions
of problem behaviors and management strategies in the classroom. They were also asked to
define problem behaviors based on their own understanding. Sun and Sheks conclusions found
that students named the most common misbehavior to be talking out of turn as well students
being out of their seats. It was also concluded that talking out of turn and disrespecting the
teacher were rated the most disruptive and unacceptable problem behaviors. Students in this
study listed sleeping in class as one of the common ways that students misbehave in class, and
they regarded this to students being too tired in class and cannot endure their sleepiness which
leads to other students thinking it is alright to sleep in class. Overall the study found that there
were some misbehaviors that students felt were more extreme than others.

Running head: SLEEP AND MISBEHAVIOR

Between January and June of 2004 in Taiwan, research was conducted on 656
adolescents to see the correlation of adequate sleep on body weight, frequency of doctor's visits,
and health related behaviors (Chen, Jeng, & Wang, 2006). Chen, Wang, and Jeng evaluated BMI
data from various schools located around the Tao-Yuan city in Taiwan to determine which
schools they wanted to participate in this study. Once administration, students, and parents of
students agreed to participate in the research, the students were given a survey. The survey
consisted of demographic information as well as the mean hours of both computer use and
television use. In addition to that information, the students were asked to convey how much sleep
they get per night. Students health status was also taken in this study by taking the students
BMI. The students were also asked to report the frequency of hospital and doctor visits and the
reasoning for their visit. Finally Chen, Wang, and Jeng evaluated students health-related
behaviors by using the Adolescent Health Promotion to determine the adolescence rate of health
related behaviors. The results of this study indicated that more sleep led to more health-related
behaviors than those with infrequent sleep. Additionally the research demonstrated that more
adequate sleep also strongly correlated with non-obesity and a lower incidence of doctor or
hospital visits.
In order to see how sleep affects student performance, Eliasson, Eliasson, and Lettieri
conducted a study on college students (Eliasson, Eliasson, & Lettieri, 2009). The researchers
provided 170 two-page surveys to students in several classes over a two-day period, of the 170
surveys provided they received 157 in return. The survey was a tool used to measure the college
students sleep habits such as bed time, nap frequency, weekday versus weekend sleep, among
many other sleep related areas. Students were also asked about their employment as well as any
of use stimulants they may use. Of the responses from the survey, Eliasson, Eliasson, and Lettieri

Running head: SLEEP AND MISBEHAVIOR

gathered that on school nights the average nightly sleep time was 7 hours and 23 minutes,
compared to non-school nights where the average was 8 hours and 43 minutes. The results also
determined that students who were more satisfied with the amount of sleep they received were
getting an average of 47 more minutes of sleep each night than students who were dissatisfied
with their sleep. The study found that there was a significant difference in the timing of sleep
between high and low academic performers. Students with higher GPAs tended to have earlier
bed and wake times. Their conclusion indicated that rest does correlate to academic performance
and that earlier habitual sleep periods may be more beneficial for students than total sleep time.
School Context
Valley View School is located in the Roosevelt School District. There are currently 645
students enrolled at Valley View. The schools primary ethnicity is Hispanic with 85% of the
school population being so. As for the rest of the ethnic makeup, 7% is Black, 3% is American
Indian, 3% is White, 1% is two or more, >1% us Asian, and >1% is Native Hawaiian. The ELL
proportion at the school is currently 16%. Valley View school is a Kindergarten through 8th grade
school and the average student to teacher ratio is 27:1.
J.B Sutton Elementary School is in the Isaac School District. In 2015, there were 795
students enrolled in the school that offers education in grades Pre-K through 5th grade.
According to the School Digger profile on J.B. Sutton, 96% of the demographics of the student
population are Hispanic, and 4% of them are African American. The percentage of students
receiving free and reduced lunch is 99.6%. Within the school, 70% of the students are ELLs
according to the Beat the odds website sponsored by the center for the future of Arizona. In
2015, the student to teacher ratio was 20.3.

Running head: SLEEP AND MISBEHAVIOR

J.B. Sutton is an urban, Title I, public elementary school in Phoenix. J.B. Sutton recently
received a letter grade of a D in 2014. The community of J.B. Sutton is unique and is the basis of
the foundation of the school. A large majority of the community was built between the late 8090s, and the average home size is 1,000-1400 sq. ft., and the most common types of homes
being single-family homes, with the commute being 10-20 minutes to school.
Synthesis Of Information
In both Ray and Bergins articles data on the connection between sleep and misbehaviors
was shared as well as unifying ideas and references that brought about important questions about
the correlations between lack of sleep and students lack of academic achievement and behavior.
Both articles discussed the functional relationship between sleep difficulty and the increasing
episodes of behavior and lack of academic achievement. Ray and Watson conducted a case study
of a nine year old male with oppositional behavior and collected data as his behavior and
academic performance were charted through a points system. The participant in Rays case-study
had behavioral and academic performance issues that were significantly affected by the amount
of sleep he received. Ray stated, the childs decreased amount of sleep contributed to him
earning less points for good behavior and more out-of his seat anxious behaviors (2014).
Bergins article found that sleep deprivation can lead to decreases in motivation, attention, and
concentration. Looking at the case study from Rays article, Bergins findings could explain why
the nine year old participate got out of his seat and exhibited anxious behaviorsthe boy lacked
sleep so the frequency of his mistakes increased as he could not handle his tired state of mind.
Chen, Jeng, and Wangs research sought to understand how adequate sleep affects health
related behaviors. The study was conducted on adolescents. After a series of observations and
studies the researchers concluded that less sleep lead to less health related behaviors and the

Running head: SLEEP AND MISBEHAVIOR

opposite showed true. Eliasson, Eliasson, and Lettieris study was conducted on college students
and through a survey, had the college students share their average nightly sleep times. The study
found that low and high academic performers had a large difference in the amount of sleep
received. Eliasson, Eliasson, and Lettieri concluded that more rest does not correlate to academic
performance as significantly as earlier sleep times. Both articles established that sleep and
performance were related. Where the articles differed was the aspect of sleep that was studied.
Chen, Jeng, and Wang focused on studying how sleep related to health-related behaviors whereas
Eliasson, Eliasson, and Lettieri studied the difference between earlier sleep times compared to
more sleep in relation to academic performance.
The articles concluded that sleep deprivation affects student behavior and academic
performance in school. Adolescence should receive 8-10 hours of sleep depending on their age.
Various reasons are reported for student lack of sleep including sports clubs, homework, and
jobs. When students receive 30 to 40 more minutes of sleep their memory, motor speed, and
attention improve. Sleep is more than a periodic rest condition for the body and nervous system,
it is a phase during which the body and nervous system can recuperate. Recuperation of the
nervous system is essential to healthy lives of students.
Earlier bedtime routines will improve the amount of adequate sleep children get.
Gradually increasing bed times will support healthy sleeping habits in students. In comparison,
with the case study of the nine-year-old boy, a correlation between amount of sleep and
misbehavior was determined. As sleep time decreased for the participant, the amount of
misbehavior increased, the opposite shown also true. Consistent nightly procedures that include
the removal of electronics, light, caffeine, and other stimuli will improve sleep. In order to
prepare their brain for rest, preparations for sleep should happen two hours before sleep. Sleep

Running head: SLEEP AND MISBEHAVIOR

journals are a tool that can be included in daily sleep routines to keep track of the amount of
adequate sleep one is receiving.
The Snooze. Dont Lose! Slumber Party Competition aligns with the information from
articles. Through sleep logs and competition, students will be taught the importance of sleep.
With improved grades and behavior in the classroom students will see the positive effects of
adequate sleep. Teachers will see a positive correlation between ample amounts of sleep and
behavior in the classroom. Further, teachers will see an increase in academic performance.
Students in the school will be more alert, focused, and engaged in their learning.
Practical Implications
To lessen the amount of misbehavior from students due to inadequate sleep, both Valley
View and J. B. Sutton should offer an engaging and exciting activity for students to become
motivated to get enough sleep. A competition within each school as well as between the two
schools would likely lead to an increase in the amount of adequate sleep students get. The
Snooze. Dont Lose! program offers schools a chance to demonstrate the importance of sleep to
students in a positive light through the Slumber Party Competition.
Since sleep is an important factor in everyones well being, it improves cognitive
function, and it helps decrease behavioral problems, schools need to work on implementing
sleep-education into their classrooms. Without enough sleep students will not perform well in
class and will likely misbehave, or even sleep in class. Being advocates for adequate sleep is
something that all staff members can do and this is why the Snooze. Dont Lose! programs
Slumber Party Competition will benefit all students.
Admin

Running head: SLEEP AND MISBEHAVIOR

10

This program will begin by having a meeting with the administration to propose the idea
and get their feedback on the best ways to reach students and make the competition peak students
interest. Data and statistics on the importance of adequate sleep on student performance and
behavior will also be presented. With adequate sleep improving both behavior and academic
performance, the administration will be able to see the importance of implementing this
programs competition in their schools. Since this program offers the chance for inter-school
competition as well as competition between two separate schools it is highly motivating for all
students and will likely show significant results in the amount of sleep the students are receiving.
By having administration and staff on board with this program each school will be able to
promote sleep in their classrooms and track not only academic performance but behavioral
performance in conjunction with the amount of sleep the students get.
Marketing
Administration, staff, and parents can learn more about the Snooze. Dont Lose! program
by viewing the school newsletter as well as the teacher newsletter that will be sent out prior to
the competition (See Appendix A and B). The newsletter explains the importance of sleep as well
as explains the competition aspect of the program. The program name Snooze. Dont Lose! is
relatable and catchy which will make staff, parents, and students remember it.
Student Engagement
An assembly will be held at each school location to introduce the Snooze. Dont Lose!
and what the program stands for. All incentives will be presented to students to heighten their
excitement and encourage them to participate in this incredible program. To keep students
engaged throughout the competition each school will have a school-wide sleep tracker that can

Running head: SLEEP AND MISBEHAVIOR

11

be updated regularly for students to see which classes are in the lead. Further, each school will
get weekly updates for which school is leading the competition.
Recognition
For participants to show their excitement for the competition, students and staff members
will have the option to purchase a Snooze. Dont Lose! t-shirt to wear (See Appendix D). Names
of participating schools can be placed on the back of shirts to heighten the sense of school spirit.
These shirts will help to not only advertise to the students at other schools but will also promote
sleep among the students and will get students interested in the program and competition. In
order for schools to display the program around the school, the Snooze. Dont Lose! program
will provide banners and posters for each school to promote the Slumber Party Competition. Any
visitors on campus will be able to see what type of program the schools are participating in
which will promote the Snooze. Dont Lose! program to the rest of the community.
Scheduling
In order for adequate sleep to benefit students at a time when they need it most, the
Slumber Party Competition will be held during the month of April, which is typically the month
of testing. By having the competition during testing month, the students will be more eager to get
more sleep and this will in turn help them academically.
Educational Components
The educational components related to this program will stem from the teachers
explaining to the students why sleep is important after the students have attended the opening
assembly. The teachers at each school can relate the content of the program to math, where
students can graph their weekly sleep. The program can also be related to science, where students
can learn about why sleep is important and other health benefits that sleep provides. Students at

Running head: SLEEP AND MISBEHAVIOR

12

the schools can create plays that cover scenarios educating students about why sleep is important
or write research papers on the same topic. There is a myriad of educational connections that can
be made to adequate sleep that teachers can include into their daily or weekly lessons.
To keep track of how much sleep each student is getting, all students will be provided
with a sleep log in which they must calculate their nightly amount of sleep and receive a parent
initial to validate the number (See Appendix E). Parents will be given a permission form that
informs them of their duty to initial their childs sleep log to keep the competition fair (See
Appendix C). At the end of each week teachers will be asked to tally up their class total hours
of sleep and report this to the office. The office has the chance to display each classs total hours
so that all students can see who is the lead at their school. When the total number of hours for the
school for the week has been calculate the Snooze. Dont Lose! program will update this
information on their website to allow for both Valley View and J. B. Sutton, or any other
participating schools, to see their standing throughout the competition.
Modifications
The Snooze. Dont Lose! program wants to reach all students which includes students in
the primary grades. In order to make the competition easily accessible to young students,
simplified sleeping logs can be requested for those in primary grades. Since it may be more
difficult for primary students to remember to complete their daily logs, they may be provided
with simple prizes for completing their logs.
The programs overall goal is to see how sleep affects students behavior. Some studies
have shown that poor sleep quality is associated with social factors such asbehavioral
problems, and has a negative effect on academic performance (Chen, Jeng, & Wang, 2006).

Running head: SLEEP AND MISBEHAVIOR

13

This program offers students the chance to get more rest, perform better in school, and have less
behavioral problems in the classroom.
Conclusion
Adequate sleep and improved behavior are positively correlated. Promoting more sleep in
schools improves the overall well being of all students. The Snooze. Dont Lose! program
encourages students to get more sleep in an enjoyable competition setting. Staff, parents, and the
community will see the childrens health improvement in just a short amount of time. The
programs competition guides children into making a lifelong healthy choice to receive the
recommended amount of sleep that is necessary for their health.
In one year this program will spread to each school within the two starter districts. In
three years most districts within the county will adopt the program. In five years, this program
will reach state level and help students throughout Arizona receive the proper amount of sleep.
The Snooze. Dont Lose! Slumber Party Competition strives to improve the amount of sleep that
students are receiving in order to help all students increase their cognitive function as well as
improve their overall behaviors in the classroom.
References

Amschler, D. H., & Mckenzie, J. F. (2005). Elementary Students' Sleep Habits and Teacher
Observations of Sleep-Related Problems. J School Health Journal of School
Health,

75(2), 50-56.

Bergin, C. A., & Bergin, D. A. (2010). Sleep: The e-zzz intervention. Health and
Learning. Vol 67(4), 2010, 44-47.

Running head: SLEEP AND MISBEHAVIOR

14

Cautilli, J., & Dziewolska, H. (2004) A brief report: The neutralizing effects of stimulus
control intervention for sleep on escape behavior and token performance of a nine-yearold child with oppositional defiant disorder. Journal of Early and Intensive Behavior
Intervention, Vol 1(2), 2004, 232-238. http://dx.doi.org/10.1037/h0100291
Chen, M., Jeng, Y., & Wang, E. K. (2006). Adequate sleep among adolescents is positively
associated with health status and health-related behaviors. BMC Public Health.
2006. DOI: 10.1186/1471-2458-6-59
Eliasson, A. H., Eliasson, A. H., Lettieri, C. J. (2009) Early to bed, early to rise! Sleep habits and
academic performance in college students. Sleep Breath. Vol 14. 2010. 71-75.
DOI

10.1007/s11325-009-0282-2

Sun, R. C., & Shek, D. T. (2012). Classroom Misbehavior in the Eyes of Students: A Qualitative
Study. The Scientific World Journal, 2012, 1-8.
http://www.hindawi.com/journals/tswj/2012/398482/

Appendix A

Running head: SLEEP AND MISBEHAVIOR

Appendix B

15

Running head: SLEEP AND MISBEHAVIOR

Appendix C

16

Running head: SLEEP AND MISBEHAVIOR

Appendix D

17

Running head: SLEEP AND MISBEHAVIOR

Appendix E

18

Running head: SLEEP AND MISBEHAVIOR

19

Running head: SLEEP AND MISBEHAVIOR

Criteria with
Professional
Standards
Referenced
Outline
Outline
Turned
In(Already
submitted
for points)

5
Exemplary
(97 100%)

4
Highly Proficient
(93 96%)

3
Proficient
(83 92%)

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

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 No outline was

or no references
submitted.
submitted.

Introduction is
addressed well,
somewhat organized
and created a plan for
the paper

Introduction is
addressed adequately.

5 x 2=10 points
Introduction
10 Points
Introduction Introduction is fully Introduction is fully
to the topic
developed, well
developed with all
and
organized,
topics introduced.
overview (In introduces all topics,
your
created a plan for the
purpose
paper and invites the
statement
reader to read
also
further.
introduce all
subtopics)
5 x 2=10 points
InTASC
1c,k; 5k; 9f;
10h

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Introduction is
omitted or was
disorganized and did
not create a plan for
the paper.

Running head: SLEEP AND MISBEHAVIOR

NAEYC 6b
NETS-T
3a,d; 4a,c
CEC
EC2S1;
CC7K1;
EC7K1;CC9
K4;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
CEC
EC2S1;

15 Points
1. Literature review
highlights major
issues in the area.
2. Through use of a
range of references
to support key
issues.
3. Description of
important studies
establishes context
for the reader.
4. Includes more
than 5 informative
references.
5 x 3=15 points

1. Literature review
addresses major
issues in the area.
2. Thorough use of a
range of references to
support key issues.
3. Includes
descriptions of
important studies to
provide context for
the reader.
4. Includes 5 or more
references.

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

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

2. Good use of
2. Includes 3
references, but
references.
additional references
may have strengthened
the paper.
3. Includes 4
references.

1. Literature review
does not have the
depth of knowledge
appropriate to this
upper level course.
2. Includes less than 2
references.

Running head: SLEEP AND MISBEHAVIOR

CC7K1;
EC7K1;CC9
K4;CC9S8
Synthesis of
Information
Synthesis of
Information
(what did
the articles
collectively
say about
the topic?
Which
authors had
similar and
different
findings?)
InTASC
1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T
3a,d; 4a,c
CEC
EC2S1;
CC7K1;
EC7K1;CC9
K4;CC9S8

15 Points
1. Studies covering
the same topic
synthesize related
research.

Studies covering the

same topic are
summarized and
integrated
level work.

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

2. Described similar
or differing and
detailed themes
throughout the
articles

2. Described similar or
differing themes
throughout the articles
which were not
detailed

3. Demonstrate
thoroughly how your
research and the data
collected supports
your stance on why
your healthy and
active school plan is
not only important
for hope and
engagement at your
school and in your
community, but ties
to academic success
in your classroom as

3. Somewhat
emonstrated how your
research and the data
collected supports
your stance on why
your healthy and
active school plan is
not only important for
hope and engagement
at your school and in
your community, but
ties to academic
success in your

The literature review

is a mixed set of
ideas without a
particular focus.

The literature review

does not demonstrate
a particular focus and
lacks ideas based on
the subject chosen.
2. Described similar
or differing themes
throughout the
articles, however they
were not detailed
3. Did not
demonstrate how
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but

Running head: SLEEP AND MISBEHAVIOR

well.

Practical
Implications
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;CC9
K4;CC9S8

4
classroom as well.

ties to academic
success in your
classroom as well.

5 x 3=15 points
30 Points
1. Practical
implications of your
event details
including your
teaching level and in
a particular setting
are discussed
thoroughly. A
minimum of 6 topics
are applied.
2. Contains thorough
discussion on how
each of the 6
program/component
s that are in place are
organized,
conducted, and
overseen or a
detailed plan about
how each
component can be
added.

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

1. Pratical
implications are
discussed but not at a
particularly level or in
a particular setting and
many details of your
event are missing.
2. Contained at least
4-5 components of a
comprehensive school
program; however,
some of the needed
detail is missing.
3. Contains thorough
discussion on how
most of the
program/component
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how the components

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

1. Practical
implications are not
discussed and no
details of the event
are present.
2. Contained 3 or
fewer components of
a comprehensive
school program
3. Contains little
discussion on which
programs/component
s are currently in
place
4. Contains little
discussion on how
each
program/component
is organized,
conducted, and
overseen and little

Running head: SLEEP AND MISBEHAVIOR

5
can be added.

3. All
programs/componen
ts implemented
include discussion
on modifications for
those with
disabilities.
4. Contained a
detailed description
of a special event
that promotes a
healthy and active
school environment
5. Contained
discussion on a
specific health
behavior highlighted
by the special event
6. Specific target
grade level was
identified and was
appropriate for
students of that age
7. Contained
discussion on how to

4. Most
programs/components
implemented include
discussion on
modifications for
those with disabilities.
5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment
6. Contained some
discussion on a
specific health
behavior highlighted
by the event
7. Specific target
grade level was
somewhat identified
and was appropriate
for students of that age
8. Contained some

detail about how the

components can be
added.
5. Few
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
6. Contained little
detail on a special
event that promotes a
healthy and active
school environment
7. Contained little
discussion on a
specific health
behavior highlighted
by the special event
8. Specific target
grade level was not
identified and/or not
appropriate for
students of that age

Running head: SLEEP AND MISBEHAVIOR

involve the entire
school in the event

6
discussion on how to
involve the entire
school in the event

9. Contained little
discussion on how to
involve the entire
school in the event

5 x 6=30 points

Conclusion
Conclusion
ITASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T
3a,d; 4a,c
CEC
EC2S1;
CC7K1;
EC7K1;CC9
K4;CC9S8
Writing and
Referencing
Style
First Draft
of all
sections
submitted
with
changes
made

10 Points
Major issues support
and establish
conclusions.

The major issues are

summarized under
conclusions.

The conclusions are

not complete.

Provides opinions,
but not a summary of
findings.

No conclusions are
included.

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.

5 x 2=10 points

10 Points

Detailed draft of all

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

Running head: SLEEP AND MISBEHAVIOR

integrating
instructor
comments
from the
outline
Integration
of instructor
comments
from first
draft

Writing and
referencing
style

All comments from

instructor integrated
into final version.
All were highlighted
in yellow

Most comments from

instructor integrated
into final version. All
were highlighted in
yellow

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

No comments from
instructor integrated
into final version.
The changes were not
highlighted

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

1. Cover page
included, few
grammatical errors
and misspellings, all
references in APA 6.0
style.

1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, many
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, major
grammatical errors
and misspellings,
many errors in
referencing style APA
6.0.

2. Paper was too short

for the topic (3-4
pages)

2. Paper was too

short for the topic (12 pages)

2. Paper was too short

for the topic (1-2
pages)

2. The file document

name contains
Lastname.firstname.
assignment#.course#
3. This rubric was
added to the last
page of the

2. Paper was
appropriate length (at
least 5 pages)

3. The file name

somewhat contains the
Lastname.firstname.as
signment#.course#

3. The file document

name does not
contain the
Lastname.firstname.a
ssignment#.course#

Running head: SLEEP AND MISBEHAVIOR

document submitted
4. All sentences are
clear and well
developed
5. Proposals and
events are
appropriate length
with standard
margins, font, and
size of text

8
4. This rubric was
added but not at the
end of the document
submitted

4. This rubric was not

added to the
document submitted

5. Most sentences are

clear and well
developed

5. Many sentences
are not clear and
underdeveloped

6. Proposals and
events are mostly
appropriate length
with standard margins,
font, and size of text

6. Proposals and
events are not of
appropriate length
with larger than
standard margins,
font and size of text