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