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