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