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