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