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