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