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