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