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