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