A) social role changes B) neurological deficits C) hormonal changes D) stress and coping processes
A) Low Socioeconomic Status equally affects African American and European American children. B) African American children have higher rates of Post Traumatic Stress Disorder C) European American children have higher rates of Separation Anxiety Disorder D) European American children have higher rates of Social Phobia
A) Locura B) Ataque de nervios C) Mal de ojo D) Bilis y cólera
A) fabricating information to fill in the gaps B) tedious and overly detailed responses C) sticking to the same topics/words D) losing meaningful connections between ideas
A) deconstitution B) internalization of speech C) self-regulation D) working memory tasks
A) hypersomnia B) weight gain C) nightmares D) subjective worthlessness
A) ethnic identity B) soceioeconomic status C) self-efficacy D) race
A) Danger B) Data C) Deviance D) Dysfunction
A) all of the above B) self-stimulation C) self-relatedness D) self-perception
A) broad applications B) summary statements C) dimensional considerations D) theoretical approaches
A) disability B) disorder C) dysfunction D) syndrome E) dysregulation
A) ODD B) ADHD C) None of the above D) GAD E) CD
A) interpersional interpretations B) introspection C) all of the above D) literal interpretations and rigidity
A) Tourette's Disorder B) Encopresis C) Mental retardation D) Conduct Disorder
A) biological approaches B) psychodynamic approaches C) interpersonal approaches D) behavioral approaches E) cognitive approaches
A) Posttraumatic Stress Disorder and Bipolar Disorder B) Conduct Disorder and Oppositional Defiant Disorder C) Separation Anxiety Disorder and Social Phobia D) ADHD and Generalized Anxiety Disorder E) Major Depressive Disorder and Generalized Anxiety Disorder
A) all of the above B) inhibition of irrelevant responses C) planning D) impulse control E) working memory
A) disengaging, orienting B) shifting, disengaging C) disengaging, shifting D) shifting, orienting
A) Williams B) Fragile X C) Rett's D) Prader-Willi E) Down's
A) GAD B) Asperger's C) Conduct Disorder D) Enuresis E) Fragile X
A) Test anxiety is more common in children with lower socioeconomic status B) Fear of being hit by a car, along with war and suffocation, are common fears across culture C) Thai children experience more internalizing that American children. D) Co-morbidity of substance abuse is highest in the African American population E) Culture-specific syndromes have been well studied in children
A) Children with Down's Syndrome have high level abilities in linguistic grammar B) Children with Williams Syndrome have high level abilities in language and grammar C) Children with Fragile X perform well on holistic sequential learning tasks D) None of the above
A) should be combined with the diagnosis of high functioning autism B) should be viewed as a difference rather than a disorder C) should be viewed as a distinct or different category of a disorder D) should be combined as a subtype of other diagnoses
A) firearm B) pesticides C) electrocution D) starvation E) suffocation
A) Interrupts or intrudes on others B) None of the above C) Has trouble waiting turn D) Has trouble engaging in leisure activity E) loses materials necessary to complete tasks
A) affect B) perception C) thought pattern D) behavior
A) lack of signaling process in the brain B) genetic heritability C) lack of specific hormones during certain times D) an overly punitive parenting style
A) have disordered thought content about misinterpretations of reality B) perceive that unrelated events are actually significant to one C) experience much more organized, identifiable disturbances in perception D) experience several indistinct and unformed shapes or sound
A) all of the above B) limits diagnosis to frequency counts C) ignores situational/contextual elements D) neglects complexities E) focus on superficial symptoms
A) language as used in social communication B) intelligence C) social interaction D) symbolic or imaginitive play
A) OCD B) CD C) SAD D) ASD E) GAD
A) none of the above B) moderate C) severe D) profound E) mild
A) GAD B) PTSD C) SAD D) OCD E) SP
A) affection B) crying C) control D) all of the above
A) 8 B) 5 C) 6 D) 7
A) Isms B) Prejudice C) Power D) Oppression E) Marginalization
A) declining, ADHD-C, ADHD-PI B) declining, ADHD-PI, ADHD-C C) stable, ADHD-PI, ADHD-C D) stable, ADHD-C, ADHD-PI
A) late adolescence B) middle childhood C) middle adolescence D) young childhood E) early adolescence
A) Down's B) Rett's C) Prader-Willi D) Fragile X E) Autism
A) avoidance/numbing, reexperiencing B) reexperiencing, hyperarousal C) reexperiencing, avoidance/numbing D) avoidance/numbing, hyperarousal
A) parasomnias such as sleep walking and sleep terrors B) sleep relatedinvoluntary movements such as teeth grinding and sleep talking C) dyssomnias such as bedtime resistance and difficulty arising from sleep D) none of the above
A) academic underachievement B) coercive family functioning C) low self-esteem D) none of the above
A) vegetative symptoms B) disruptive behavior C) previous attempts D) substance use
A) extreme distress at the prospect of the obsessions or compulsions being interrupted B) extreme distress that obsessions will make repetitive behaviors happen in public or around peers C) extreme distress that repetitive behaviors will interfere with functioning in different areas D) None of the above E) extreme distress about repetitive behaviors that are in response to some dreaded response
A) Autism B) COS C) GAD D) CD E) ADHD
A) intent, lethality of means B) lethality of means, intent C) lethality of means, severity of symptoms D) severity of symptoms, intent E) intent, severity of symptoms
A) externalizing, boys B) externalizing, girls C) relational, girls D) relational, boys
A) prejudice is combined with ethnicity B) prejudice is combined with power C) prejudice is combined with marginalization D) prejudice is combined with oppression
A) 10.8, 11.3, 8.8 B) 7.5, 8.4, 8.8 C) 11.3, 10.8, 7.5 D) 8.8, 8.4, 11.3
A) the Barkley model B) the FEAR effect C) Kagan's behavioral inhibition D) the Chorpita model
A) none of the above B) executive functioning, frontal lobe C) self-regulation, septum D) emotional inhibition, amygdala E) behavioral responses, cerebellum
A) poor language skills B) psychosis C) academic underachievement D) lower intelligence E) suicide
A) ADHD B) OCD C) GAD D) Autism E) None of the above. This is normal for his age.
A) loneliness, low socioeconomic status, poor health, and incongruent affect B) none of the above C) impulsive aggression, history of assaultive behavior, neuroticism, low self-esteem, and perfectionism D) psychotic features, anorexia, introversion, and peer rejection
A) treatment response B) symptom presentation C) help seeking behavior D) all of the above E) expressive and receptive language
A) ODD B) CD C) GAD D) ASD E) MR
A) all of the above B) significant school and health concerns C) high separation worries D) notableperformance fears E) none of the above
A) irritable mood, sleeping or eating distrurbances, and difficulty concentrating B) anhedonia, psychomotor retardation, and sleeping or eating distrurbances C) none of the above D) irritable mood, difficulty concentrating, feelings of worthlessness E) depressed mood, psychomotor agitation, thoughts of suicide
A) none of the above B) all of the above C) living in high risk violent neighborhoods D) limited employment possibilities E) low SES
A) 2 B) 12 C) 3 D) 6 E) 4
A) Insnsitivity and rejection from caregivers influence negative schemas of the self and others B) cognitive misrepresentations undermine competencies related to self-efficacy and social relations C) early onset may be particularly dangerous and represent continued impairment throughout important stages of development D) Individual differences in temperament related to biological and genetic factors shape the parent-child interaction E) All of the above
A) Equally likely to be girls as boys B) Less violent C) All of the above D) Less likely to engage in chronic anti-social activity E) Less severe
A) Major Depressive Disorder B) Social Anxiety C) Conduct Disorder D) Separation Anxiety Disorder E) Oppositional Defiant Disorder
A) Developmental pathways give clear causes and effects for each disorder B) Developmental pathways are more flexible and malleable in children C) Developmental pathways suggest that development occurs in a coherent pattern D) Developmental pathways become more rigid with age E) Developmental pathways explain the relationship between behaviors over time
A) none of the above B) motor coordination, cerebellum, pons, medulla oblongata, frontal cortex C) all of the above D) language processing, temporal lobe, post central gyrus, frontal lobe, reticular formation E) temperament, amygdala, cingulate, frontal cortex, hypothalamus
A) Williams B) Fragile X C) Down's D) Rett's E) Fetal Alcohol
A) dyskinesia, simple motor B) echolalia, phonic C) echopraxia, complex motor D) perseveration, simple motor
A) reexperiencing, posttraumatic stress disorder B) all of the above C) self stimulation, autism D) social situations, social phobia E) suicidal ideation, depression
A) are more likely to express irritability, uncooperativeness, and apathy B) none of the above C) can have a hard time translating their distress into words D) all of the above E) are more likely to express unfounded somatic complaints
A) 1-3% B) 2-5% C) 2.5-4% D) 0.5-1.5%
A) Development is related to how symptoms present at different times B) Development proceeds from the simple to the more complex C) Development is determined by a wide range of variables D) Development is linked to competence E) Development limits contributions to different disorders
A) a dispositional construct with a biological substrate B) all of the above C) the enduring experience of anxiety of one that is catastrophic D) a tendency to attend to physical changes associated with anxiety E) a perceptual process whereby anxiety signals that bad things are happening
A) all of the above B) are boys C) have parents with less education D) have experienced racial discrimination
A) Oppositional Defiant B) Conduct C) Separation Anxiety D) Generalized Anxiety E) None of the above
A) None of the above B) Autism C) Adjustment disorder D) Learning Disorder
A) early childhood B) infants C) middle childhood D) adolescence E) late childhood
A) Suicides in African American children have decreased over time B) In Latino populations, there is a high frequency of somatic complaints associated with depressed mood C) African American children often present with low self-worth and isolation D) Latino children are at a particularly high risk for suicide
A) all of the above B) larger numbers C) many separations D) lower incomes
A) Depression, life stress, and biological/genetic features B) Family experiences, biological/genetic features, and depression C) Interpersonal competence, life stress, and depression D) interpersonal competence, family experiences, and life stress
A) prenatal depression and anxiety B) anoxia and fetal malnutrition C) maternal infection and substance abuse D) prenatal obesity and depression
A) Depression B) Child onset schizophrenia C) PTSD D) SAD E) Specific Phobia
A) Math Disability B) Elmination Disorder C) Written Expression Disorder D) Reading Disorder
A) 6-9 B) 11.5-16 C) 2.5-6 D) 9-11.5 E) 1-2.5
A) Fetal Alcohol Syndrome B) Prader-Willi syndrome C) Down's Syndrome D) Rett's Syndrome E) Fragile X Syndrome
A) the facilitation of research due to uncommon labels B) the fostering of common language and communication C) the allowance of summaries for multiple symptoms D) the use of descriptive labels to help locate research on disorders E) the facilitation of the seeking and receipt of different services
A) Dysthymia B) Anxiety C) Autism D) Depression E) Schizophrenia
A) 10.8, 11.3, 8.8 B) 7.5, 11.3, 8.8 C) 7.5, 8.8, 8.4 D) 11.3, 8.4, 10.8 E) 8.8, 8.4, 7.5
A) William's B) Down's C) Fragile X D) Prader-Willi E) Rett's
A) development of object permanence B) first steps and first words C) differentiation of self from others D) reciprocal interaction E) development of self-assertion
A) none of the above B) is unlikely to frequently wet his pants C) will not fequently wet his pants D) is more than 75% likely to do the same
A) Confiding plans ahead of time B) Planning C) All of the above D) Expressing wishes to die E) Timing the attempt to avoid detection
A) birth to 1 year; 6-11 years; adolescence; 2.5-6 years, 1-2.5 years B) birth to 1 year; 1-2.5 years; 2.5-6 years; 6-11 years; adolescence C) birth to 1 year; 1-2.5 years; 2.5-6 years; 6-11 years; adolescence D) birth to 1 year; 6-11 years; 2.5-6 years; 1-2.5 years; adolescence E) birth to 1 year; 6-11 years; adolescence; 1-2.5 years; 2.5-6 years;
A) all of the above B) achievement, IQ C) self-regulation, behavior D) language, speech processing E) achievement, academic success
A) develop a wide array of specific cultural group expertise and knowledge from various cultural perspectives B) flexibly consider whether the presentation is reflective of this particular individual or most individuals from the cultural group C) adop scientific mindedness with a hypothesis testing approach rather than making assumptions D) all of the above E) none of the above
A) Cognitive representations of the self and others, Biological and geneti features, Family experiences, B) Family experiences, Cognitive representations of the self and others, Biological and genetic features C) Family experiences, Cognitive representations of the self and others, Biological and genetic influences D) Biological and genetic features, Family experiences, Cognitive representations of the self and others
A) incongruent affect B) all of the above C) circumstantial affect D) labile affect E) blunted affect
A) SAD B) OCD C) ASD D) MDD E) GAD
A) none of the above B) social, developmental, family C) gender, ethnic, socioeconomic status D) situational, cultural, historical E) diagnostic, genetic, neurological
A) Chronic, Intermittent B) Chronic, Recurrent C) Primary, Secondary D) Secondary, Primary
A) negative self-efficacy and negative adaptation B) negative self-regulation and negative affect C) negative automatic thoughts and negative cognitive schemas D) negative social interactions and negative sensation feedback |