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