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