midterm

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3P43

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Sociology

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Feb 20, 2024

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CHYS4P34 IN-CLASS MIDTERM EXAM INSTRUCTIONS: The Midterm is essay format and is in-class and will begin at 1:00pm and end at 4:00pm Wednesday February 14 th , 2024. Students will have no later than 4:00pm to submit their answers via the assignment section on Brightspace. As this is an in-class exam, no late submissions will be accepted. Late submissions will be assigned an automatic 0, unless previous arrangements have been made with me. Students will be provided with six questions to prepare for in advance of the in-class midterm exam, but this is a Montecarlo style exam, meaning that on the day of the midterm, the instructor will roll a dice, and what ever number it lands on, will be the number of the question that will be answered. This means that while you have six questions to prep for, you will only be answering one of them for the exam. Answers should be 3-4 pages in length, double/multiple spaced, in 12 pt Times New Roman/Calibri Font. Although in-class we discussed three pages as the length, I am allowing up to four pages if needed, without penalty. Anything over 4 pages will be docked marks for going over page requirements. Students should use APA within their answers and include in-text citations of all lectures and reading materials. Lecture should be cited by lecture number and date of lecture (Lecture 1, January 7 th , 2024). You may use as many sources of course material as you like to answer these questions, but they should be relevant to the answer. No reference page is needed. No outside sources should be included. ALL answers should be supported with lecture and reading material, and should not be strictly opinion based. All submissions but be in essay format, no point form answers allowed, and should be free of spelling/writing errors. This is an open book, in-class exam, meaning that students are permitted to use lecture and reading materials when answering question- however given the time frame of three hours to answer the question, it is highly recommended that students prepare ahead of time, and prep for the answers for each question, to make better use of time, and quality of answer. During the in-class exam, students may work together, do the exam outside of the classroom, but CANNOT submit the same answer. Any students who submit answers that are obviously the same, or where plagiarism is suspected, the student will receive an automatic 0. All submissions must be written in your own words and have your own ideas. Please see following page for the midterm questions:

1) You are a teacher, of 30 first graders. In your class, you have 6 students who have been identified as needing various levels of support, with one child who has been diagnosed with Autism Spectrum Disorder, and who requires much of your attention, due to the severity of their needs. However, due to funding cutbacks, your class only has support from an educational assistant two hours a day, which can sometimes contrinbute to challenging behaviour in the classroom. First, please define what is meant by positive support strategies, and explain why this approach is appropriate for challenging behaviours. Secondly, identify and define each level of the Positive Support Triangle, and provide at least one example of how you might support your students (with support) for each level. 2) When exploring approaches to challenging behaviour, some approaches tend to take a child deficit approach. First, define and describe what is meant by a child-deficit approach. Then identify and describe TWO approaches to challenging behaviour that take a child-deficit approach. Be sure to explain what each approach is, how it views behaviour, and why the approach is deficit based. 3) Define and describe how culture is an important aspect to consider within classroom management and challenging behaviours. What is being culturally responsive, and why is this important in considering outcomes for dealing with challenging behaviour. Finally provide two examples and explain how those specific aspects of culture can contribute to challenging behaviour in the classroom. Be sure to support your examples with course material. 4) Define what a behavioural intervention plan is. Why is this an important strategy to use for children who may have challenging behaviour? What is functional Assessment, and how does this help to build a BIP for the child with challenging behaviour? Provide at define at least two examples of what type of information Functional Assessments might look at when investigating challenging behaviour, and describe why they are important to consider. 5) Mario, age 8, has recently been displaying some challenging behaviour. He refuses to clean his room, talks back constantly to his parents, will often hit his siblings when he loses while playing video games with them, and has already broken two controllers due to his aggressive reactions. Identify and explain two strategies adults commonly use to address this type of challenging behaviour, and how it might apply to the example above. Please state the pros and cons of each approach, and describe which strategy you think would be the most successful. Be sure to use course material to support your answer. 6) Please define and describe what the following three concepts are: 1) what is Behaviour and what are the three main rules to consider when dealing with behaviour? Please explain using support, why this is important to consider. 2) Define and describe what is Challenging Behavior, and what is Disordered Behavior? Why is it important to

understand the difference between challenging behavior and disordered behaviour, and what impact does this have on children? Be sure to use support from class materials to support your answer.

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