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