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