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