Practice Quizes and Test Review Questions

(9-17-13)

1. Labels are used extensively despite the potential negative consequences. Discuss the rationale for labeling people with disabilities.
2. Define and give examples of 3 relative and 1 absolute standard of exceptionality.
3. Distinguish between relative and absolute standards of abnormality.
4. Contrast categorical and dimensional views of exceptionality.
5. What are Cattell’s four categories of biological contribution to phenotypical development?
6. What are some unique aspects of studying exceptionality in children?
7. Distinguish between symptoms, syndromes, and disorders.
8. What are some of the potential negative consequences of labeling children with disabilities?
9. Why are classification systems important to professionals who diagnose and educate students with emotional and behavioral problems?
10. Contrast developmental norms, gender norms, situational norms.
11. Compare and contrast psychoanalytic theory and social learning theory.
12. Contrast the mental hygiene movement with the scientific study of youth as influences on our understanding of behavior disorders in children.
13. How do vulnerability-stress models seek to understand psychopathology?
14. Explain equifinality and multifinality as principles in development.
15. What is a risk factor?
16. What is resilience?
17. Explain the concept of heritability.
18. Compare and contrast positive and negative reinforcement.
19. What factors are considered in SES?
20. Contrast reliabilty and validity of observations.
21. Contrast internal and external validity of research results.
22. Match: positive correlation, negative correlation, direct correlation, indirect correlation.
23. Contrast cross-sectional vs. longitudinal research.
24. Contrast the principle of nonmaleficence with principle of beneficence.
25. Define and give an example of Cattell’s four levels of biological contribution to phenotypical development.
26. What are three purposes for the use of a classification system with exceptional children?
27. What are three potential problems in the use of a classification system wiht exceptional children?
28. What is comorbidity?
29. How would the DSM classification system be characterized?
30. Explain the difference between absolute and relative standards of abnormality?
31. Contrast clinical and empirical approaches to classification of behavioral problems.
32. What would be the three major effects of changing diagnostic criteria?
33. Why does Dr. House want you to understand the impact of changing diagnostic criteria?

(11-29-13)

1. What was the most important thing you learned this semester; defend your answer.
2. How has your view of behavior disorders in youth changed (or not) as a result of this class?
3. What are the four aspects/dimensions/facets/ways of conceptualizing anxiety I discussed in class?
4. Why does Dr. House want you to understand the effects of changing diagnostic criteria?
5. Distinguish between anxiety as a symptom, syndrome, disorder.
6. What are the key defining aspects of a phobia?
7. What is the common element in treatments that have been demonstrated to be effective for phobias, OCD, and most anxiety disorders?
8. What is the continuum of suicidal behavior that was discussed in class?
9. What elements are most effective in suicide prevention programs for youth?
10. Distinguish between depression and bipolar disorder.
11. What are three possible explanations for the very high comorbidity between ADHD and Bipolar Disorder in youth?
12. Distinguish between trait, state, and proximal predictors of suicide.
13. How does suicide differ in children versus adolescents?
14. The diagnosis of major depression currently requires a minimum duration of two weeks, what would be the three effects of changing this criterion to a requirement of at least three weeks?
15. What are some symptoms of depression?
16. What does “anhedonia” refer to?
17. What does “psychomotor retardation” refer to?
18. What is “dysthymia?”
19. What are the main characteristics of PTSD?
20. How would healthy, adaptive anxiety differ from an anxiety disorder?
21. What might explain the fact that many children fear snakes but very few children have ever been bitten by a snake?
22. How is bipolar disorder different from schizophrenia?
23. What are “prodromal symptoms?”
24. A diagnosis of dysthymia in children requires at least a full year of symptoms.  What would be the three major effects of changing this requirement to that of the two years of full symptoms needed to diagnose dysthymia in adults?
25. Distinguish between “obsession” and “compulsions”
26. What is the relationship between avoidance and exposure in anxiety problems?
27. What predicts adolescent depression and adolescent substance use disorders?
28. What is the main weakness of the kindling hypothesis when it is applied to children and adolescents?
29. How useful is avoidance coping in dealing with stress?
30. What negative automatic thoughts might be associated with depression?
31. What forms the basis of Lewinsohn’s model of depression in youth?
32. What is “cognitive restructuring”?
33. What is needed for a diagnosis of Bipolar I Disorder?
34. What is the most frequently comorbid disorder among children with Bipolar Disorder?
35. What are features of schizophrenia in chidlren?
36. What is social rhythm therapy for bipolar disorder?
37. How are fear and worry different?
38. What factors could contribute to the development of a specific phobia in children?
39. How does Mowrer’s two-factor theory account for the development of phobias?
40. What is common seen in adolescents who have panic disorder?
41. What are symptoms of OCD?
42. What is apprehensive expectation?
43. What is common to almost all emphirically supported treatments of anxiety disorders?
44. What is an ego-syntonic disorder?
45. The diagnosis of a Conduct Disorder currently requires the presence of 3 symptoms from a group of 15 to be present for a year; what would be the effect of increasing the requirement to the presence of 4 symptoms from this group of 15?
46. What is the relationship between ADHD, LD, and conduct problems in youth?
47. What is the relationship between intelligence and conduct problems?
48. What etiological factors appear to contribute to the risk of a conduct problem developing?
49. Distinguish between unsocialized aggressive and socialized subcultural conduction problems in youth.
50. What does “amotivational syndrome” refer to?51. What seems to be the impact of the DARE program?
51. What is the relationship between age and risk of substance abuse?
52. Distinguish between “tolerance” and “withdrawal.”
53. A diagnosis of “substance dependence” currently requires evidence of problematic pattern of use, but not evidence of physiological withdrawal or dependence; what would be the effect of adding the requirement of demonstrated physiological withdrawal or dependence as well as a pattern of problematic use?
54. What is the necessary and essential feature evident in all demonstrably effective treatments of phobias?

12/2013

1. What are the characteristic symptoms of autism in children?
2. How did Asperger’s Disorder differ from Autistic Disorder?
3. What conclusions can you draw from the results of the Lovaas treatment programs for autism?
4. What is meant by “theory of mind” and how has this concept been applied to children showing Autism?
5. What factors predict better and worse outcome for Autism?
6. What are the defining characteristics of ADHD in children?
7. What etiological factors appear to be most strongly associated with ADHD in children?
8. What treatments have demonstrated effectiveness with ADHD in children?
9. What are the defining features of intellectual disabilty?
10. What difficulties arise in describing a “typical” mentally retarded child?
11. What features characterise our best attempts to measure intelligence?
12. What were many definitions of “learning disability” described as “negative definitions?”
13. What are characteristics of savant performance (splinter skills) in autistic individuals?
14. What are expressive language disorders?
15. What are receptive language disorders?
16. What is the issue with receptive language disorder vs. receptive-expressive language disorders?
17. What is the most common type of speech disorder?
18. What is stuttering?
19. How does the method of identification affect the population identified as having a learning disability?
20. Identify two similarities and two differences between mental retardation and autism:
21. denitfy two similarities and two differences between autism and schizophrenia:
22. What was the idea of a “mental age?”
23. Why is Dr. House pessimistic about the positive benefits of changing from “mental retardation” to “intellectual disability?”
24. What are the three essential features of autistic disorder?
25. What would be three three effects of changing our definition of Autism from the current standard of three required symptoms to a standard of requiring only two of these three symptoms:
26. ADHD Inattentive Type currently requires the presence of 6 of 9 symptoms of inattention, what would be the effects of requiring 7 of these 9 symptoms?
27. Compare and contrast Autism and Asperger’s Syndrome:
28. Choose three common features of autism and discuss how these could affect a student’s education:
29. What are the three defining features of intellectual disability?
30. Distinguish between speech disorder and language disorder.
31. What is the difference between primary (continuous) and secondary (discontinuous) enuresis?
32. What is enuresis?
33. A diagnosis of enuresis current requires the child to be at least 7 years old (or have a comperable developmental level), what would be the effect of changing this to requiring the child be 5 years old?
34. What is a “diathesis-stress” model?
35. What is pica?
36. What are the differences between night terrors and nightmares?
37. How do urine alarm treatments of enuresis compare with pharmacological treatments?
38. Intellectual Disability currently requires a tested IQ below 70 (plus or minus 5, the standard error of measurement of our best measures), what would be the effect of changing this to requiring an IQ below 65?
39. What are “exclusionary criteria” in definitions of learning disabilty?
40. What are the defining symptoms of anorexia nervosa?
41. What are the defining symptoms of bulimia nervosa?
42. What compensatory mechanisms, other than vomiting, might an adolescent with BN use?
43. How do eating disorders appear different in boys and girls?
44. Distinguish between Anorexia Nervosa and Bulimia Nervosa.
45. What are some of the difficulties with our current classification of eating disorders?
46. What are two alternatives to our current classification of eating disorders?

TRUE OR FALSE

1. Ab means “away” or “from,” whereas “normal” refers to “average” or “standard.” Thus, abnormal is defined as something the deviates from the average. 
2. Age is an important developmental index in judging behavior. 
3. Cultural norms for behavior rarely impact diagnostic rates for a disorder.
4. Ethnicity denotes common customs, values, language or traits that are associated with national origin or geographic area. 
5. A child’s behavior should be consistent and not vary across settings (e.g., classroom, playground, home). 
6. In most cultures boys are expected to be less active and less aggressive than girls. This expectation is an example of a situational norm.
7. Youth rarely refer themselves for clinical evaluation. 
8. According to the American Psychological Association, 10 percent of youth have a serious mental health disorder. 
9. Quantifying the prevalence of disorders is difficult because it depends on several factors, including the definition of disorders, the population examined, and the methods used to identify the problem. 
10. Changing social conditions may increase the risk of disorders in young people. 
11. Early disturbances, for example, feeding issues or sleep disorders in infancy, do not have developmental consequences. 
12. One difficulty in establishing the age of onset of any behavioral disorder is that the onset may occur gradually, so that age of onset may be  an arbitrary  estimation rather than a precise age. 
13. Schizophrenia is a disorder that typically begins during childhood.
14. Males are more vulnerable than females to neurodevelopmental disorders that occur early in life.
15. One explanation for differing rates of behavioral disorder between boys and girls is gender differences in disruptive behavior, which can result in gender differences in referrals for clinical services. 
16. The conceptualization of adolescence as a distinct period of life began in the 17th and 18th centuries. 
17. Somatogenesis refers to the belief that behavioral disturbance results from a person’s being possessed or influenced by devils or some similar force. 
18. Kraepelin is credited with creating a system to classify mental disturbances that serve as the basis for modern classification systems.
19. The belief that mental problems are caused by psychological variables is called psychogenesis.
20. Freud contributed to the field of childhood behavioral disorder by positing that early, unresolved psychological conflict is the source of emotional problems. 
21. Behavior modification or behavior therapy is the explicit application of learning principles for the assessment and treatment of behavioral problems. 
22. Longitudinal studies, focusing on normal development, assisted in the understanding and study of child and adolescent disorders. 
23. Anna Freud, a mother and visionary, advocated establishing a Child Welfare Research Station at the University of Iowa.  
24. Psychiatrists earn an M.D. and psychologists earn a Ph.D.

TRUE OR FALSE

1. ¬† The term paradigm refers to a shared perspective or cognitive set adopted, for example, by a group of investigators.¬†
2. The adoption of a paradigm typically results in a broadening of the kinds of questions asked, measures taken, and interpretations made. 
3. Another word for vulnerability is diathesis, as in the diathesis stress model.
4. The biopsychosocial model is an example of the systems approach.
5. Developmental theorists assume that human development proceeds in a coherent pattern
6. In the study conducted by Keller, Cumings and Davies (2005), parental problem drinking had a direct effect on child behavioral problems.  
7. If treatment X is more effective for girls than boys, then gender could be considered a moderating variable.
8. If the effects of poverty operate through lack of health care to lower intellectual functioning, lack of health care mediates the relationship of poverty and intellectual functioning. 
9. Brain abnormality is a necessary cause of schizophrenia. This does not mean that it is a sufficient cause. 
10. According to the trajectories outlined by Compas, Hinden and Gerhardt (1995), adaptation level in childhood consistently predicts later functioning.
11. Multifinality is the principle that the same outcome can be associated with different pathways or factors. 
12. In general, nonnormative events are considered more of a challenge to development than are normative events. 
13. Attachment is an example of a developmental task for infants and preschoolers. 
14. Resilience is defined as positive outcomes in the face of risk or threat. 
15. Risk factors reside in both the environment and the person, but resilience factors reside exclusively in the person.              
16. According to the model proposed by Ingram and Price (2010), resilience increases resistance to developing a disorder. 
17. Heterotypic continuity of behavior is demonstrated when the same behavior continues over time in an individual. 
18. Justine smiles and crawls to her mother.  These behaviors facilitate attachment, according to Bowlby.  
19. Early attachment experiences can influence later relationships. 
20. Temperament is described as a person’s predisposition to irritability.¬†
21. According to Chess and Thomas, temperament is malleable. 
22. Inhibition is the one dimension of temperament that has been associated with academic adjustment. 
23. Emotion and temperament can be considered the same construct.
24. Complex emotions such as shame or guilt are not evident until adolescence.
25. Although emotional knowledge is important in relationships later in life, it is not linked to social
26. problems in childhood.
27. The area of study that examines how individuals take in, understand, and interpret social     
28. situations is called social cognitive processing.
29. Research indicates that children with high levels of aggressive behavior usually view other youngsters as passive and trusting.

TRUE OR FALSE

1. The development of the brain and nervous system begins relatively late in the embryonic period.
2. Together, the brain and spinal cord form the central nervous system (CNS). 
3. The two subsystems of the peripheral nervous system are the somatic system and the autonomic system. 
4. The medulla, located in the hindbrain, is involved in movement and cognitive processing.
5. The small gap between neurons is called the axon.
6. Neurotransmitters can excite or inhibit neurons. 
7. The term perinatal refers to the period of time during pregnancy. 
8. Research indicates that the fetus is surprisingly resistant to high levels of maternal stress.
9. Timing of exposure to teratogens can have varying effects. 
10. From the moment of conception, development is influenced by constitutional, economic, social, and cultural factors. 
11. The overall rate of prematurity in the U.S. is 25%.
12. The notion that a child’s nervous system is “plastic” refers to the seeming artificial manner in which the child is behaving. 
13. A person’s observable characteristics are referred to as his or her phenotype. 
14. Recent research indicates that the human genome can be modified by exposure to environmental toxins. 
15. In order for a dominant gene to be expressed, it has to be genetically transmitted by both parents. 
16. The intellectual stimulation offered in a family is an example of a shared environmental influence. 
17. Reinforcing a nonverbal child to first make sounds, then to say words, then to say sentences is an example of generalization. 
18. Negative reinforcement results in a decrease in the behavior it follows. 
19. The lack of forethought and planning exhibited by an impulsive child is an example of a cognitive distortion. 
20. Two dimensions of parenting styles that have been identified are acceptance/warmth and degree of control. 
21. Research indicates that parental psychopathology is only influential when the child inherits vulnerability genes.
22. The only major forms of maltreatment are physical, sexual, and emotional abuse.
23. Over one million youth a year experience divorce.
24. Multiple divorces increase the child’s risk for adjustment problems.
25. Research on the effects of divorce on children indicates that the effects are clearly greater on boys.
26. Authoritarian/restrictive parenting is associated with positive social behavior and peer acceptance. 
27. Young people experience higher rates of poverty than any other age group. 
28. Hanson and colleagues (2011) found a direct association between poverty and the volume of gray matter of the hippocampus. 
29. According to Tienda and Haskins (2011), in 2008 almost 25% of youth age 17 and under lived with an immigrant parent.

TRUE OR FALSE

1. Science comes from the Latin word for “seeker”.
2. Random selection enhances the representativeness of a sample. 
3. An operational definition of a behavior refers to the procedures or operations employed to define the behavior. 
4. Interobserver reliability of a measured behavior refers to the degree to which observers believe that the measure is a true and accurate indicator of the behavior. 
5. The term external validity refers to the degree to which a research result can be generalized to populations and situations different from those with which the research was conducted. 
6. The general purpose of a descriptive study is to portray a phenomenon of interest.
7. Randomized experiments come the closest to establishing cause and effect relationships.
8. If a researcher obtained a Pearson r value of –.02, it is evident that some error has been made in measurement or calculation. 
9. A Pearson r correlation coefficient of +.44 is stronger than a coefficient of –.86. 
10. In the experiment, the purpose of random assignment of participants into groups is to ensure that the characteristics of the participants in one group are about the same as the characteristics of the participants in other groups.  
11. Efforts to increase internal validity may decrease external validity because more stringent control may result in research settings that are dissimilar to the “real world.”
12. A weakness of single-subject reversal designs is that ethical considerations may preclude the reversal phase in intervention studies in which the treatment was effective. 
13. In retrospective research designs, data are collected about past attributes or experiences of participants.  
14. The prevalence of a disorder in a population concerns the number of new cases diagnosed in a specific time period.  
15. An advantage of non-accelerated longitudinal research is that investigators do not need to be concerned about possible cohort effects in interpreting findings.  
16. Although quantitative and qualitative research strategies differ in many aims and methods, both place high value on objectivity.
17. The sole function of Institutional Review Boards in the research process is to determine the scientific soundness of the proposed research.
18. When conducting research on children, informed consent is obtained from the child.
19. The ethical concept of beneficence requires that benefits to the research participant be maximized.

TRUE OR FALSE

1. The agreement by a group of experts that certain characteristics or symptoms occur together is the basis for clinically derived classification systems.
2. The formal classification of children’s disorders has a long history. It dates back to the inclusion of numerous categories of childhood disorders in Kraepelin’s original taxonomy. 
3. The clinicians at a particular agency find a certain diagnostic system easy to use with the clients. Diagnoses are also available for all the cases they see. This suggests that the diagnostic system has good clinical utility.
4. An indication of the validity of a diagnostic system is whether or not it provides information we did not have when we defined a category. 
5. The DSM-IV utilizes a dimensional approach to classification. 
6. A clinician using the DSM selects from among diagnoses included on two axes and evaluates the youngster on three additional axes. 
7. It is unusual for a child to have more than one DSM-IV-TR diagnosis.
8. There is controversy regarding the categorical nature of the DSM-IV-TR.
9. Cross cutting is used to assess areas of clinical importance that are not necessarily part of the diagnostic criteria of the client’s particular diagnosis.
10. The empirical approach to classification uses a panel of clinical experts to determine clusters of behavior.
11. Normative data for the Child Behavior Checklist (CBCL), the Teacher Report Form (TRF), and the Youth Self Report (YSR) can compare a child’s scores with a nonreferred youngster’s score. 
12. Kateri often complains of headaches and stomachaches. She is also characteristically shy and fearful in most situations. She could be described as displaying an internalizing syndrome. 
13. Kyle gets in fights and is often mean to others. He appears to lack guilt and has aggressive friends. He could be described as displaying an internalizing syndrome.
14. Labeling can lead to stigmatization and social difficulties. 
15. On the Child Behavior Checklist, the average correlation between teacher and parent ratings on the same child is .35.
16. Based on the case study of Alicia reported in the textbook, assessments are useful only for discovering weaknesses or problems.
17. the assessment of a child who is referred to a clinic, it is best to rely on information from one source so as not to get conflicting information. 
18. Clinicians rarely interview very young children because children are unable to provide valuable information.  
19. The first step in any behavioral observation system involves explicitly pinpointing and defining behaviors. 
20. The concept upon which projective tests are based derives from the social learning notion that children learn to project their impulses.  
21. A child with an IQ of 100 on a standard test of intelligence would probably be considered of average intelligence. 
22. Developmental scales like the Bayley Scales of Infant Development are insightful because they are highly correlated with later intellectual functioning. 
23. Evaluation of heart rate, muscle tension, and respiration rates are examples of psychophysiological assessments. 
24. In neuropsychological assessment no direct examination of physiological functioning is made. Rather, possible neurological deficits are inferred from performance on various tasks. 
25. Intervention includes prevention and treatment.
26. Universal prevention strategies are targeted to high risk individuals who show minimal symptoms.
27. Treatment often involves not only the child but also family members, peers, and school personnel.   
28. Melanie Klein’s approach is the dominant view in play therapy.
29. Cherise has just been diagnosed with an eating disorder. It is unlikely that her family will be involved in her treatment. 
30. In working with a youngster, a therapist is likely to rely on a single mode of treatment. 
31. Psychotropic drugs produce therapeutic effects by their influence on the process of neurotransmission. 

TRUE OR FALSE

1. Research indicates that Hispanic American children have higher rates of separation anxiety disorder than European American children.
2. Anxiety is future oriented, whereas fear is a reaction to an immediate threat.
3. Worry is a behavioral response to anxiety.
4. Several classic studies indicate that normal children do not exhibit a large number of fears. 
5. Surveys of normal children have revealed that parents may overestimate the prevalence of fears in their children.
6. It is most commonly reported that both the number and intensity of fears experienced by children decreases with age. 
7. Within the internalizing syndrome of the empirical taxonomy based on Achenbach’s instruments, there are separate subcategories for anxiety and depression.
8. Phobia is the term often employed to describe fears that are quite intense, continue longer than expected, and interfere with functioning.      
9. An 8-year-old boy who is afraid of the water does not realize that his fear is excessive and unreasonable; therefore, he would not meet the DSM-IV criteria for specific phobia.
10. Specific phobias are among the most commonly diagnosed anxiety disorders in children and adolescents.
11. Concerns about being negatively evaluated are common among youngsters with social phobia.
12. Becca, a high school freshman, must give an oral report in order to pass her social studies course. She has been nervous and upset. On the day of the scheduled presentation, she does not come to school. Becca may be experiencing social anxiety disorder. 
13. Selective mutism is a separate DSM-IV-TR disorder.
14. Most youngsters with social phobia do not meet the criteria for other disorders.
15. Based on the case study of Bruce reported in the textbook, the boy with selective mutism, selective mutism is an easily treated disorder.
16. Separation anxiety is reportedly common in older adolescents.          
17. All youth who have separation anxiety exhibit school refusal.
18.  School refusal and truancy can be differentiated by fear, parental knowledge of the absence, and the existence of other conduct problems.     
19. In regard to youth who refuse school, it is best to recommend home schooling versus attempting to have them resume regular classroom attendance.
20. Somatic (physical) complaints (e.g., stomachaches) are symptoms that occur among youngsters with separation anxiety disorder, but not among those with generalized anxiety disorder. 
21. Generalized anxiety disorder is one of the most common anxiety disorders among adolescents. 
22. According to the case study in the textbook of John who had Generalized Anxiety Disorder, having low self esteem is a common side effect of this disorder.
23. Panic attacks are a DSM-IV diagnosis. 
24. Research on the children kidnapped from Chowchilla, CA, found that 73% of the children had moderate to severe reactions to the event.  
25. Acute stress disorder (ASD) and posttraumatic stress disorder (PTSD) are the same; however, one occurs in children and one occurs in adults. 
26. Many children who experience child abuse also meet the diagnostic criteria for posttraumatic stress disorder (PTSD). 
27. LaGreca et al. studied children who experienced Hurricane Andrew in Florida. After 10 months, less than 10 percent of the children reported re-experiencing symptoms.
28. The number of hours watching televised reports of the September 11, 2001 terrorism attacks was correlated with stress symptoms. That is, the more hours watched, the greater the symptoms reported.
29. The DSM-IV-TR diagnostic criteria for obsessive-compulsive disorder requires that youngsters realize that these thoughts and behaviors are unreasonable. 
30. Based on the case study of Sergei (the 17 year old with OCD), it is evident that symptoms of OCD tend to remain fairly stable in young people, making the disorder easier to manage.
31. Childhood obsessive-compulsive disorder (OCD) is often recognized only when symptoms are very severe. 
32. Prior to adolescence, boys are more likely to be diagnosed with OCD than girls. 
33. OCD is often comorbid with tic disorders. 
34. There is clear evidence that developmental rituals are early manifestations of OCD.
35. There is little evidence of a genetic contribution in anxiety disorders.
36. Part of the basis for a biological explanation of obsessive-compulsive disorder (OCD) is research that indicates that both OCD and Tourette syndrome occur in the same individuals.
37. Depression and anxiety are both characterized by low levels of positive affect.
38. Effortful control is the ability to employ self-regulative processes.
39. According the research reported in the textbook, ethnicity does not impact the reporting of anxiety symptoms.
40. The most widely used measure to assess anxiety in children and adolescents is a heart rate monitor.
41. The assessment of the subjective component of anxiety disorders may be more difficult for child clients than assessment in adults. This may be due, in part, to the difficulty parents and clinicians have in reliably identifying emotional discomfort in children. 
42. Exposure to anxiety provoking situations is a central element of successful fear reduction.

TRUE OR FALSE

1. The classical, or orthodox, psychoanalytic perspective suggested that depression was a phenomenon where the superego acts as a “punisher” to the ego. 
2. Depression in childhood has long been viewed as similar to adult depression. 
3. The classical psychoanalytic perspective suggested that children could not experience depression.
4. The concept of masked depression posits that sad mood is often not present in children and adolescents.
5. In the DSM-IV, depression and mania are described in the category of Mood Disorders. 
6. The term bipolar refers to depression where one pole is mild and the other pole is severe. 
7. In the DSM-IV description of mood episodes, a mixed episode refers to an episode   containing a mixture of depression and anxiety symptoms. 
8. Mania is described as a period of abnormally elevated (or irritable) mood characterized by features such as inflated self-esteem, high rates of activity, speech, and thinking.
9. Hypomania is a more severe form of mania.
10. According to the research by Kazdin (1989), diagnosing depression in young people can be impacted by the criterion or assessment device used and the informant.
11. When diagnosing a depressive episode, irritability can be substituted for depressed mood in children and adolescents.
12. Double depression means that a person has dysthymia and major depression.
13. Many youngsters who exhibit depressive symptoms, but fall short of meeting the diagnostic criteria for a depressive disorder, may still exhibit impairment in their everyday functioning. 
14. Bipolar disorder is the most frequently diagnosed mood disorder among children and adolescents.
15. Reported prevalence rates probably over estimate depression in youth.
16. Research indicates that 40 to 70% of youth diagnosed with major depressive disorder have a co-occurring disorder.
17. Gender differences in major depressive disorders probably emerge between the ages of 12 and 14.
18. Lower socioeconomic (SES) status is associated with lower rates of depression.
19. Given cognitive, language, and other developmental differences, it is unlikely that depressive behavior in children will be similar to those of adults.
20. Studies indicate that relapse or re-occurrence of depressive episodes is common in youth.
21. Genetic influences are generally thought not to play a role in depression.
22. A common psychological explanation of childhood depression is that depression derives from separation or loss. 
23. The term anaclitic depression refers to the cognitive components of depression. 
24. Youth with high negative affect and low positive affect who experience parental warmth will still develop depression.  
25. Numerous studies have found that youngsters from homes with a depressed parent are at no greater risk for developing a psychological disorder.
26. Frank and Joe in the case study from the textbook both came from homes where a parent experienced depression. According to this case study, parental depression is debilitating to the child regardless of the environment.
27. Peer status has been found to be associated with adjustment difficulties, including depression.
28. Self-report instruments are the most common measures of depression.
29. Research indicates that there are low levels of correlation between parent and child reports of measures of depression.
30. Antidepressant medications have been principally developed and marketed for American youth.
31. Tricyclic antidepressants such as imipramine are the medications most likely to be recommended for the treatment of depression in children.
32. The Treatment of Adolescent Depression Study found that rates of remission for depression were high.
33. The Treatment of Resistant Depression in Adolescents Study supports previous research findings that cognitive behavioral therapy plus medication is superior to medication alone.
34. Current research indicates that universal prevention programs for depression are highly effective.
35. Mania may be expressed as irritability in children and adolescents.
36. Recent data indicates that the rate of bipolar disorder is increasing in young people.
37. The heritability estimate of bipolar disorder hovers around 50 percent.
38. The primary treatment for bipolar disorder is pharmacotherapy.
39. The majority of depressed youngsters do not attempt or commit suicide.
40. Suicide among younger children is occurring at a lower rate than two decades ago. 
41. Research indicates that as many as 25% of adolescents engage in non-suicidal self injury.
42. A family history of suicidal behavior increases suicide risk.
43. Suicide prevention programs have proven to be quite successful. 

TRUE OR FALSE

1. Typical conduct problems in early childhood include noncompliance, temper tantrums, and oppositional behavior.
2. Antisocial personality disorder is diagnosed at 15 when a long history of conduct disordered behavior is present.
3. “Normal” nonclinic children do not exhibit oppositional and noncompliant behavior. 
4. Oppositional defiant disorder (ODD) is described as a pattern of negativistic, hostile, and defiant behavior that is developmentally extreme.
5. Youth diagnosed with conduct disorder tend to be similar in terms of the symptoms they have.
6. Research indicates that there is a higher degree of heritability for aggressive rather than rule breaking behavior.
7. Paul is 15 years old and engages in the following behaviors: drinks alcohol, lies, has friends who act out, swears, often skips school, and runs away. These behaviors are indicative of aggressive behavior noted by Achenbach and Rescorla (2001).
8. Within the empirically derived broad externalizing/conduct disorder syndrome, two narrower syndromes, which might be designated as “aggressive behavior” and “rule-breaking behavior,” have been suggested.
9. The salient symptom approach to classify conduct disorder is based on the primary problem being displayed.
10. Relational aggression is found more often in males than females.
11. Violence is typically defined as an extreme form of physical aggression.
12. Firesetting represents a behavior that would be described as a covert antisocial behavior.
13. The frequency of bullying increases with age.
14. Research indicates that there is a relationship between bullying behavior and later criminal behavior.           
15. Sugden et al., (2010) found that children with a variant on the serotonin transporter gene may have a greater risk of emotional disturbance after a bullying experience.
16. Recent research by Roberts and colleagues (2006) found no ethnic differences in the rates of behavioral disorders and ADHD.
17. Research has found no meaningful impact of poverty on conduct problems.
18. Conduct problems are one of the most frequent reasons for referral to child and adolescent treatment service.
19. A youngster who receives a DSM-IV diagnosis of conduct disorder may also get a DSM-IV diagnosis of oppositional defiant disorder.
20. Among children diagnosed with ADHD, between 30 and 50% develop conduct disorder.
21. Research indicates that youth with conduct problems demonstrate deficits in language, information processing and problem solving.
22. Early conduct-disordered behavior is predictive of later antisocial behavior, but not other social-emotional difficulties later in life. 
23. Callous and unemotional traits put a child at risk for long-term conduct problems. 
24. Many studies have found that there is no relationship between age onset of conduct problems and more serious persistent antisocial behavior.
25. Childhood onset is to life-course-persistent as adolescent onset is to adolescent-limited.
26. According to Loeber and Farrington (2000), rejection by peers is a risk factor for child aggression and later serious, violent juvenile offending.
27. Typically, aggressive children do not have family histories of aggression or aggressive parents.
28. Research by Costello and colleagues (2003) on American Indian youth found that moving out of poverty had no impact on oppositional or conduct problems.
29. There is a negative correlation between parental monitoring and antisocial behavior.
30. Parents who themselves have antisocial difficulties may do better than most in avoiding such behavior in their own children.
31. Many researchers believe that the degree of conflict in a divorce is more predictive of child behavioral problems than the divorce itself.
32. Youth who have experienced physical abuse have higher than expected rates of conduct disorder and oppositional defiant disorder.
33. Gordis and colleagues (2010) found that autonomic nervous system functioning can influence the effects of childhood maltreatment on childhood aggression.
34. Lee (2011) found that the influence of deviant peer affiliation is stronger for youth with a low activity MAOA genotype, but only in regard to covert antisocial behaviors.
35. Examining how youngsters think and feel about social situations is part of understanding conduct disorders (CD).
36. Reactive and proactive aggression are each associated with specific social cognitive deficiencies.
37. Research findings suggest a greater genetic component for adolescent delinquency than for adult criminal behavior. 
38. The study by Jaffee et al. (2005) found that pairing a genetic risk with maltreatment increased the probability of a conduct disorder diagnosis by 24 percent.
39. According to the text, there is consensus among theories of conduct disorder etiology that the disorder is related to an over-activated behavioral activation system (BAS).
40. The fightor-flight system is viewed as an emotional regulation system and theorized to have a low threshold in conduct disordered youth.
41. According to the DSM, substance abuse and substance dependence are interchangeable terms.
42. Tolerance is defined as the need to use increased amounts of a substance to achieve the same sensation.
43. According to the Monitoring the Future Study, daily marijuana use has increased in 8th, 10th, and 12th graders.  
44. During adolescence, changes in dopaminergic systems in the brain outpace those of the prefrontal cortex, leading to an increased risk for substance abuse.
45. Genetic influences for substance abuse appear to play a bigger role for those teens with heavier, clinical levels of abuse.
46. In the assessment of conduct disorders (CD), a clinician would generally not be very interested in parental behaviors and parenting styles.
47. Kazdin and colleagues found that combining problem solving skills training with parent management training was superior to either approach alone.
48. The Teaching Family Model found that taking the adolescent into a therapeutic group home led to improvements in conduct disordered behavior that were maintained after the teen returned home.
49. MST is based on Bronfenbrenner’s ecological model.
50. MTFC programs have not proven to be cost effective.
51. There is a plethora of well-controlled research regarding the favorable use of medication in treating oppositional defiant disorder (ODD) and conduct disorder (CD).

TRUE OR FALSE

1. There is cross cultural agreement on a two factor model of ADHD.
2. The DSM‑IV permits diagnosticians to assign people with attention-deficit hyperactivity disorder to three subgroups based on two behavioral factors. 
3. Children with ADHD are unable to pay attention even when a task is interesting and they are motivated.
4. Selective attention is the ability to continue to focus on a task over time.
5. Dane, Schacher and Tannock (2000) found that in school, children with ADHD were as active as their peers in the morning but became significantly more active and fidgety in the afternoon.
6. The stop-signal task has been used to assess deficits in inhibition.
7. Children with ADHD are more likely to experience motor incoordination.
8. Kent and colleagues (2011) found that adolescents with ADHD were 8 times more likely to drop out of high school than teens without ADHD.
9. Approximately 10-35 percent of students with ADHD fail to graduate high school.
10. Barkley et al., 2002 notes that ADHD is often a disorder where children fail to perform a task even though they have learned how to do it.
11. Children with ADHD-combined type often underestimate their social competence.
12. Research indicates that parents and teachers tend to be more controlling and directive with ADHD children than with normal children. 
13. Children with ADHD are at higher risk for accidents and injuries.
14. It is unusual for parents to report sleep problems in children with ADHD. 
15. Older youth with ADHD are at greater risk for automobile accidents.
16. Maternal smoking is correlated to ADHD-C but not ADHD-I.
17. The case study of Tim (the young male with ADHD-I) reported in the textbook indicates that academic problems appear to worsen as these children move to higher grades.
18. Research indicates that the presence of ADHD can lead to the development of a reading disability in a child.
19. ADHD often co-occurs with oppositional and conduct-disordered behavior, but it appears to protect children from anxiety and depression. 
20. ADHD co-occurs with bipolar disorder in 50-75 percent of cases.
21. Research by Miller, Nigg and Miller (2009) indicates that African American youth have  fewer ADHD symptoms than Caucasian youth which is why they are less likely to receive treatment.
22. Most cases of ADHD are diagnosed during the elementary school years.  
23. Follow-up studies of ADHD indicate that a sizable percent of children exhibit heterotypic continuity of symptoms. 
24. Barkley believes that the basic deficit in the predominantly inattentive type of ADHD is an inability to inhibit behavior. 
25. Children with ADHD often underestimate the passage of time.
26. The part of the brain most strongly implicated in the etiology of ADHD is the frontal-striatal area.
27. Research indicates that the brains of children diagnosed with ADHD are overaroused.
28. Stimulant medications often work by blocking the reuptake of dopamine and norepinephrine.
29. Shaw and colleagues (2011) demonstrated that the rate of cortical thinning, a sign of brain maturation, was delayed for children with ADHD, particularly when the symptoms were severe.
30. Research into the genetic etiology of ADHD has revealed that heritability rates are in the .25 to .35 range.
31. Recent genome research by Williams et al., (2010) found no difference in the frequency of copy number variations between ADHD samples and healthy controls.
32. Most researchers believe that psychosocial influences are the primary cause of ADHD.
33. Prenatal influences and birth complications are certain causes of ADHD.  
34. From the research evidence it can be concluded that sugar and other components of diet, along with exposure to environmental lead, account for a large percent of cases of ADHD. 
35. When a parent suspects that a child might have  ADHD, it has been found that home and/or school observations are ineffective assessment tools.
36. Tutoring, parent training and social skills training are all noted as possible methods of prevention of the impairment associated with ADHD.
37. Once medication for ADHD is discontinued, improvements generally continue.
38. As many as 45% of children with ADHD do not take their medication as prescribed.
39. Approximately 10-20 percent of children medicated for ADHD show no improvement when they are on medication.
40. Among children medicated for ADHD, there is evidence that stimulant use causes later drug abuse .
41. Medication use increased in adolescent and young adult ADHD populations between 2000 and 2007.
42. Reich and colleagues found that 35% of their sample received stimulant medication even though they did not meet the diagnostic criteria for ADHD.
43. Token economies, daily report cards and written contracts are all classroom management techniques that are effective and recommended in ADHD interventions.  
44. One result of the MTA study was that children in the combined medication and treatment group took lower doses of medication than children in the medication only group. 

TRUE OR FALSE

1. One major theme underlying the modern field of language and learning disorders is an interest in how well individuals function in some intellectual/communication areas relative to other areas. 
2. Although learning problems have long been recognized, it was not until the 1960s that a field of study grew around the concept of specific learning disabilities. 
3. The Education for All Handicapped Children Act of 1975 was renamed the Individuals with Disabilities Education Act. 
4. The definition of learning disability used by the federal government includes youngsters whose disability appears to be caused by economic disadvantage. 
5. The most common way to identify a learning disability is to compare general intellectual functioning and functioning in a specific achievement area. 
6. There is little variability in how states implement Response to Intervention programs.
7. Semantics of a language refers to meanings in the language. 
8. By 2 years of age, most children speak in phrases or sentences of two or more words. 
9. Prevalence of language disorder is higher in girls than in boys, but the opposite is true for reading disorder.
10. It is generally thought that receptive-expressive language disorder is a less severe disorder than expressive disorder.
11. Language disorders and reading disabilities appear to be unrelated.
12. Reading disabilities are differentiated by deficits in word level reading versus comprehension.
13. Samuel Orton emphasized perceptual rather than language deficits as underlying reading problems. 
14. Recognizing that the word “mad” has three sounds is an example of phonological decoding.
15. Phonological deficits are evident in all cases of reading disability.
16. The male to female ratio for reading disability diagnosis in clinic samples is 3 or 4 to 1.
17. Males with comorbid reading disability and ADHD are more likely to exhibit ODD and CD than males with only reading disability.
18. Transcription involves putting ideas into written form. 
19. When adding 2 + 3, children will start with counting all (1- 2- 3- 4- 5) and develop into counting on (start with 2 and then add 3- 4- 5).
20. Research indicates that males are more likely to have math disabilities than girls.
21. Conti-Ramsden and Botting, 2004, found that 11 year-olds with language impairments were 3 times as likely to experience victimization more than once a week than typical 11 year-olds.
22. It is unlikely that motivation plays a role in learning disabilities because children’s beliefs and attitudes are unrelated to academic success. 
23. The right and left planum temporal areas of the brain are usually equal in size in persons in the general population but are asymmetrical in size in the presence of language and learning disorders. 
24. Research indicates that interventions have little impact on brain functioning.
25. A twin study on language disorders found a concordance rate of 75% in MZ pairs.
26. The heritability rate of reading disorders has been estimated at .60.
27. The concordance rate for a math disability is higher in MZ vs. DZ twins.
28. Data from behavior genetic studies indicate that environmental influences on language and learning disorders are unlikely.
29. Study habits, motivation, and self-esteem are important factors when evaluating a student for language or learning disorders. 
30. Response to intervention is often conceptualized as a prevention effort with universal, secondary, and tertiary prevention components,
31. Articulation and expressive skills are more easily remediated than receptive skills.   
32. The Fast ForWord program, designed to improve the speed of auditory processing, has proven to be highly effective in recent meta analytic studies.
33. According to the meta-analysis conducted by Swanson and Hoskyn, a combination of direct instruction and strategy instruction is the most effective approach for treating learning problems.
34. Although direct instruction has been shown to be effective in treating learning disorders, cognitive approaches have been shown to be surprisingly ineffective.
35. According to data from the U.S. Department of Education (2007), approximately 41% of persons aged 3 to 21 years who received services had specific learning disabilities.
36. A majority of youth with learning disabilities (70%) are in full time special education classes.

TRUE OR FALSE

1. In 2010, President Obama signed Rosa’s Law. This law changed the terminology in federal law from mental retardation to intellectual disability.    
2. The American Association on Intellectual and Developmental Disabilities (AAIDD) defines subaverage intellectual functioning as having intelligence test scores that fall about two or more standard deviations below the mean on standardized tests of intelligence. 
3. The American Association on Intellectual and Developmental Disabilities classifies retardation according to four levels of severity of retardation. 
4. According to the DSM-IV classification of intellectual disability, about 85 percent of cases of MR fall into the mild level of retardation. 
5. Historically, intellectual functioning was considered low enough for intellectual disability when the intelligence test score fell only one standard deviation below the mean.
6. Alfred Binet viewed intelligence as a stable, biologically predetermined attribute of the individual.
7. Scores from intelligence tests such as the Stanford‑Binet and the Wechsler tests are moderately stable, with test-retest correlations averaging .77.
8. The everyday behaviors of people, which are measured by adaptive behavior scales, are unrelated to their intelligence as measured by general tests of intelligence. 
9. Abnormalities in physical appearance and function are especially associated with more severe levels of intellectual disability. 
10. Children with moderate or high levels of disability are able to learn through operant conditioning but youngsters of lower levels of retardation lack this disability. 
11. The kinds of behavioral problems shown by youth with retardation are notably different than those shown by the general population of youth. 
12. When children below school age are identified with intellectual disability, they tend to display mild delay. 
13. A person who is diagnosed with intellectual disability might only meet that criteria for a certain portion of his or her lifetime.  It is possible to develop adequate intellectual or adaptive skills so that the criteria for the disorder are no longer met.
14. The rate of development in intellectual disability is slower than typical development, but often steady. 
15. Research has proven that children with intellectual disability do not follow the Piagetian model of cognition. 
16. Biological or organic risk is more strongly related to severe intellectual disability than to mild intellectual disability. 
17. The Kallikak family study conducted by Goddard was designed to prove that intellectual disability is an inherited trait that runs in families.
18. Research indicates that the IQ scores of siblings of individuals with intellectual disability are more consistent (similar to the person with ID) when the level of impairment is mild.
19. Parenting is not a strong predictor of cognitive and academic performance.
20. Most cases by far of Down syndrome are caused by the presence of three, instead of two, copies of chromosome 21. 
21. Research by Bailey et al., (2009) found that individuals with Fragile X tend to have strong daily living skills and weak communication skills. 
22. Individuals with Williams syndrome tend to have IQs in the severe range of intellectual disability. 
23. Williams syndrome is associated with musical aptitude and an outgoing personality.
24. Prader-Willi syndrome is the most common cause of intellectual disability.
25. Reconstructive facial surgery for children with Down syndrome is a widely accepted practice.
26. Research clearly indicates that facial reconstruction surgery for children with Down syndrome decreases the stigmatization they may encounter.
27. When comorbid with behavioral problems, intellectual disability in children is often correlated with parental stress, depression and anxiety.
28. The Wechsler Preschool and Primary Scales of Intelligence III (WPPSI-III) is a comprehensive cognitive measure for children birth to age 4.
29. Communication, daily living skills, motor skills, and socialization are areas evaluated by the Vineland Adaptive Behavior Scales. 
30. The case of the “Wild Boy of Aveyron” did much to delay progress and discussion in the treatment of intellectual disability. 
31. The concept of normalization contends that each individual has the right to life experiences that are as normal and least restrictive as possible.          
32. Detection of PKU has aided in efforts to prevent intellectual disabilities . 
33. Recent research concludes that premature newborns receiving body massage and exercise gain weight and leave the hospital faster than preemies receiving no intervention.
34. Research on Head Start found that children in the program did not differ from children who did not receive services in regard to cognitive and social benefits.
35. As a result of IDEA, most young people diagnosed with ID are solely into regular education classrooms,  spending 60% or more of their day with general education students. 
36. The case study on Jim, the young man with multiple disabilities at birth, demonstrates the importance of parents advocating for their children.
37. Research on parents of children with severe intellectual disability indicates that 90% believe full inclusion for their child is a good idea.
38. Being in the presence of normally developing peers has been shown to facilitate social interaction for intellectually disabled children.
39. There is no evidence that participation in the Special Olympics has a significant impact on self- esteem.      
40. Positive Behavioral Support (PBS) relies heavily on functional assessment.
41. When Jimmy bites himself, his teacher withdraws her request that he complete an in-class assignment. This is an example of a positive reinforcer.
42. Jimmy’s teacher decides to begin reinforcing Jimmy’s on-task behavior and ignoring him when he bites himself. She is monitoring his reactions to these interventions. This is called functional analysis.
43. The aim of Functional Communication Training is to teach children to replace a maladaptive behavior with an adaptive behavior. 
44. There is a great deal of research to support the use of psychotherapy with individuals who have intellectual disability. 

TRUE OR FALSE

1. Autism is classified by the DSM‑IV as a pervasive psychotic disorder.
2. Autism spectrum disorder includes autism, childhood disintegrative disorder, and childhood schizophrenia.
3. According to Kanner, the fundamental disturbance in autism is the inability to relate to people.
4. The three DSM-IV diagnostic features of autism are impaired communication, impaired social interaction, and restricted, stereotyped behaviors and interests.
5. By definition, children with autism have insecure attachment.
6. Although language deficits are common in youth with autism, those who acquire language are especially competent in the pragmatics of communication.
7. Hyperlexia is when a child reads for hours on end in the form of an obsessive hobby.
8. A youth who is disturbed by the sound of a vacuum cleaner may be displaying oversensitivity to stimuli.
9. Jimmy is shown a toy car. He hyper-focuses on the wheels spinning them round and round. He does not use the car as a toy and ignores a role model trying to show him how to move the car around on the ground. This is an example of overselectivity.
10. Approximately 70% of children with autism exhibit intellectual disability.
11. Splinter skills are skills that are strikingly better than those seen in normally developing youth.
12. On adaptive behavior scales, youth with autism and higher intelligence tend to have a mismatch between their intellectual abilities and their adaptive skills (adaptive skills lower than expected).
13. Faux pas stories are designed to test adaptive behavior.         
14. Another term for theory of mind is mindblindness.
15. There is evidence that youth with autism tend to process perceptual information in a more holistic, global way than do nonautistic children.
16. Executive dysfunction is evident in toddlers and late preschool-age children with autism.     
17. Research by Totsika et al., (2011) found no differences in hyperactivity, emotional symptoms, or conduct problems between youth with autism and typically developing youth.
18. The theory that “refrigerator” parenting causes autism is no longer accepted.
19. Genetic studies imply that autism should be considered on a continuum (varying levels of severity) rather than conceptualized as categorical (yes or no).
20. Advanced paternal age can increase the risk of autism.          
21. Later born children (e.g., third or fourth in a family) are more likely to have autism.
22. About 25% of those with autism have seizure disorder.
23. Current research supports the idea that the MMR vaccine is a possible cause of autism.
24. Compared to autism, Asperger’s disorder has a later age of onset.
25. Social behavior in youth with Asperger’s disorder tends to be active and odd; whereas in autism it is passive and aloof.
26. According to the case study on Nicholas, the young boy with childhood disintegrative disorder, at 48 months of age his repetitive behaviors ceased, his social gaze increased and his spontaneous language remained the same.
27. A “wait and see” approach to assessment of autism is recommended by the American Medical Association.
28. The Autism Diagnostic Observation Schedule (ADOS) is sensitive to the differences between autism and PDD-NOS.
29. Research on the Early Start Denver Model (ESDM), an early intervention program for autism, found that toddlers in the program demonstrated better adaptive skills than children who did not have intervention, but did not improve on language performance.          
30. Risperidone is used to reduce irritability, aggression, self-injury and temper tantrums.
31. Goals for the first 2 to 4 weeks of treatment in the Young Autism Project included imitating speech sounds, labeling objects, and expanding self-help skills.
32. Schriebman’s (2000) summary of well established facts notes that intensive treatments for many hours a day and in many environments can be extremely effective.
33. Nearly 40% of young adults with autism receive no services during the first few years after high school.
34. A majority of schizophrenia cases are diagnosed before age 10.
35. Hallucinations are false perceptions that occur in the absence of identifiable stimuli.
36. Hearing a command such as “murder your mother” is an example of a delusion.
37. When applied to schizophrenia, the term thought disorder refers to false beliefs such as the belief that someone intends to bring harm.
38. With regard to the onset of childhood schizophrenia, nonpsychotic symptoms often occur prior to psychotic symptoms.
39. A majority of children and adolescents with schizophrenia have good outcomes with only mild impairments.
40. Schizophrenia is associated with risk for premature death.
41. A relatively common finding is that the brain ventricles are larger than average in persons with schizophrenia.
42. The COMT gene (chromosome 22) is implicated in dopamine regulation.
43. Birth complications have been associated with enlarged ventricles.
44. There is little evidence that psychosocial stress contributes to schizophrenia.
45. Early identification and treatment has little impact on the outcome for schizophrenia.
46. Clozapine, an anti-psychotic medication that is especially effective for children and adolescents with schizophrenia, carries a greater risk for serious side effects than other anti-psychotics.

TRUE OR FALSE

1. It is common for children to exhibit some difficulty in acquiring appropriate habits of elimination, sleep, and eating.
2. The view that enuresis is the result of emotional or psychiatric disturbance is well supported.
3. Family histories of youngsters with enuresis rarely reveal a number of relatives with the same problem.
4. Encopresis refers to the passage of feces into the clothing or other unacceptable area when this is not due to physical disorder.
5. A majority of children with encopresis are constipated.
6. Research indicates that after age 11, the hours a young person spends asleep decreases significantly, particularly during the week.
7. Parasomnias involve difficulty with initiating and maintaining sleep.
8. Research indicates that good sleepers do not wake up during the night.
9. Obstructive sleep apnea can be diagnosed through a clinical interview.
10. Research and clinical observations suggest that sleepwalking is due to nervous system immaturity and is therefore unaffected by psychological factors.
11. A majority of children who sleepwalk exhibit an EEG pattern common to children during the first year of life and uncommon to children older than age 3.
12. Sleep terrors occur during the rapid eye movement (REM) phase of sleep and at fairly random times during the child’s sleeping pattern.
13. Research by Muris et al. (2001) indicates that parents tend to overestimate their children’s nighttime fears.
14. Medications are the best treatment for sleep disorders.
15. Children’s feeding behaviors are a common concern for at least 50 percent of parents.
16. Rumination refers to a disorder of eating in which a child’s concerns about eating certain foods result in anxiety and vomiting.
17. Pica is frequently observed among developmentally delayed youngsters.
18. One feeding disorder associated with infancy or early childhood is sometimes referred to as “failure to thrive.”
19. About 1 to 5 percent of pediatric hospital admissions are due to failure to thrive.
20. Poor attachment, parental psychopathology, low birth weight, and developmental disability have all been correlated with failure to thrive.
21. According to the Centers for Disease Control (2010), the rate of obesity in children and adolescents has steadily declined since the mid 1980s.
22. Aside from health issues, children who are obese have few problems.
23. Parents often model poor eating and exercise habits.
24. Research indicates that in order to be successful, behavioral treatment for weight loss with youth must include a family or parental component.
25. Subclinical concerns with weight and unusual eating behaviors are increasingly common in younger adolescents.
26. Research suggests that African American and Hispanic females report less body satisfaction than European American females.
27. Over 50 percent of cases of anorexia nervosa end in death.
28. There is some evidence that eating conflicts, struggles with food, and unpleasant meals in childhood are associated with symptoms of anorexia in adolescence. 
29. Early sexual abuse puts a child at risk for psychopathology, including eating disorders.
30. Our society’s valuing of slim and young bodies likely contributes to the development and prevalence of eating disorders.
31. Research indicates that body image in young men is seemingly uninfluenced by culture.
32. Families of people with eating disorders are reported to have a higher incidence of weight problems, but are less likely to have physical illnesses, affective disorders, or alcoholism.
33. Interpersonal psychotherapy (IPT) does not directly target eating symptoms, but addresses interpersonal deficits, interpersonal role disputes, role transitions and grief.
34. Antidepressants have recently been found to be helpful in maintaining weight in anorexic                patients.
35. Prevention programs designed to help young girls to recognize and challenge cultural messages have been proven to increase body esteem.

347 practice quiz ch. 13

1. Fear is a cognitive response to a threat.
2. The prevalence of anxiety disorders is higher for children than adolescents.
3. Specific phobia is a conditioned fear disorder.
4. An adolescent who fears the sight of blood and therefore avoids scary movies would be diagnosed with specific phobia, despite the fact that her fear does not seriously interfere with her daily life.
5. Children can acquire fears by watching other people respond with fear or avoidance to certain objects.
6. Children with social phobia often have overly sensitive parents.
7. Adolescents with PTSD tend to use substances to cope with anxiety and depression associated with the trauma.
8. Proximity to trauma predicts the potential of the development of PTSD.
9. Panic attacks are common in youth.
10. The etiology of panic disorder is simple.
11. Separation anxiety is maladaptive in infants and young children.
12. Common obsessions include thoughts about contamination.
13. Thought action fusion is the idea that merely thinking about an event will increase its probability.
14. Children begin to show the ability to worry at about age 4 or 5.
15. Anxiety disorders are often over diagnosed in children.
16. Relaxation training is often used to treat panic disorder.
17. Medications such as SSRIS are helpful in pediatric social phobia, SAD and GAD.
18. There has been through research on the effects of SSRIS on PTSD and the research is all positive.

TRUE OR FALSE

1. The earlier term Psychosomatic Disorders is an historical predecessor of the DSM-IV category Psychological Factors Affecting Medical Condition.
2. Minority and poor children are overrepresented among youth with asthma. 
3. Psychological stimuli and emotional upset are often considered triggers of asthmatic attacks.
4. Research suggests that negative family emotional climate is associated with asthma severity.
5. The effects of any chronic illness on a family or the individual are likely to be small and inconsequential.
6. Research indicates that there is little variability in adjustment in chronically ill youth.
7. A functional limitation of a chronic illness is defined as a restriction the youth experiences as a result of the chronic condition.
8. Research by Wagner and colleagues (2003) found that parental distress impacted young people with juvenile rheumatoid arthritis regardless of how they perceived their illness.
9. Research on issues of conflict, organization and control in families of youth with diabetes found that low conflict and high organization were associated with better outcomes.
10. The research on family cohesion in cancer survivors indicates that the level of cohesion is consistent from diagnosis through years after remission.
11. The five-year survival rate for childhood cancer hovers around 40 percent.
12. There is evidence that radiation and chemotherapy are associated with later impairment in cognitive and academic functioning.
13. Youngsters with HIV are at risk for significant learning, language, and attention difficulties in addition to the impairments associated with the disease; however, improved antiviral therapy has slowed down the progression of the disease.
14. Attempts to directly reduce the symptoms of actual physical illnesses through traditional psychotherapy have largely been successful.
15. Hyperglycemia is the term used to describe excessively high levels of blood glucose.
16. The concept of a “honeymoon period” for diabetes refers to the fact the onset of diabetes often occurs following the stress of a major life event.
17. Knowledge about a disease, such as diabetes, is not always associated with compliance with treatment regimens to control the disease.
18. Adherence to the diabetes regimen typically increases during adolescence.
19. Health care providers have little influence on adherence to medical regimens in the adolescent population.
20. The term biofeedback refers to a procedure in which a medical device gives immediate feedback to the person about a particular biological function.
21. The three response systems that may be assessed in children’s pain during medical procedures are cognitive-affective, behavioral, and physiological.
22. The perception of control during adverse treatment procedures seems to have positive outcomes.
23. Emotive imagery is a technique where images are used to increase emotions.
24. Research indicates that valium is as effective as cognitive behavioral strategies for pain management.
25. Less than 10 percent of people are hospitalized during their youth.
26. Presently, approximately 98% percent of hospitals in the U.S. and Canada allow unrestricted parental visitation during childhood hospitalizations.
27. Injuries are the leading age of death for youth over the age of 1.
28. The currently accepted psychological approach to children who are dying is to protect them from the truth and not burden them with the reality of their death.

TRUE OR FALSE

1. Professionals agree that family well-being relies heavily on family structure (who lives in the home) over family attributes (warmth, communication).
2. Approximately 60 percent of married women with a preschool child work outside of the home.
3. Research consistently indicates that early child care has little to no impact on the child.
4. In 2010, center based care was the primary setting for 24% of children age 0-4 years.
5. Several studies have found that young children from low-income homes benefit cognitively from day care center attendance.
6. Latchkey children are those children who are responsible for self-care after school.
7. The percentage of kids responsible for self-care after school rises after age 9 until age 12.
8. “Double jeopardy” noted by Watamura and colleagues (2011) refers to children from disadvantaged families who experience low quality care at home and in other settings.
9. After school programs are not particularly beneficial to low income youth.
10. Younger age of the child and time spent hanging out with peers are two variables which  are associated with poor outcomes for children who are in self-care during after-school hours.
11. Data on the percentage of children adopted based on adoption type and age of adoption indicate that a majority of children adopted from foster care are under the age of 1.  
12. Two factors known to put adoptive children at risk for academic and behavioral problems are female gender and early age at adoption.
13. Many researchers note the resilience of adoptive children, especially those who move from disadvantaged circumstances.
14. The primary goal of the Adoption and Safe Family Act is to ensure a permanent home for adopted children as quickly as possible.
15. Youth in foster care are at greater risk for psychological and behavioral problems.
16. Parent training programs where foster parents and birth parents work together to bring the child home to the family of origin have been largely unsuccessful.
17. Mental health parity means providing mental health services to all people equally.
18. Insufficient funding and fragmentation of services are well-recognized problems in providing mental health services to youth.
19. The work of Spence and colleagues found that internet alone services for child anxiety disorders was effective compared to a waitlist control group (a group that did not immediately receive services), but not as effective as having the children come into the clinic for at least part of the services.
20. The probability of death before age 5 is highest in Sub-Saharan Africa.
21. International mortality rates for children under 5 decreased between 1990 and 2009.
22. When the authors speak of a “shrinking world” they are referring to a decrease in diversity.