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