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