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