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