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