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