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