32 minute read
Chapter 8: Attention-Deficit/Hyperactivity Disorder
from TEST BANK for Introduction to Abnormal Child and Adolescent Psychology 3rd Edition by Robert Weis
by ACADEMIAMILL
Test Bank
Multiple Choice
1. Which of the following is true regarding the history of ADHD?
a. This is a new condition that was first recognized only in the 1980s.
b. As early as the first part of the 1930s, this condition was recognized, and stimulant medications were first used.
c. The condition first appeared in DSM-I d. The condition was first called ADHD in DSM-II
Ans: B
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Knowledge
Answer Location: Description and Epidemiology
Difficulty Level: Hard a. difficulty listening to others b. difficulty remaining seated c. difficulty waiting one’s turn d. difficulty making a decision, indecisiveness
2. Which of the following is an example of an impulsive symptom?
Ans: C
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: What Is Attention-Deficit/Hyperactivity Disorder? Description
Difficulty Level: Easy a. He can’t have ADHD because he’s too young to be diagnosed. b. We don’t know how long these symptoms have lasted, so he can’t be diagnosed with ADHD unless they last 6 months or more. c. We’ve only really seen problems related to Lyle’s school performance; people with ADHD have problems in multiple settings d. It doesn’t seem that Lyle’s symptoms are inconsistent with his developmental level or greatly exceed those shown by other kids his age.
3. Lyle, age 10, sometimes forgets about homework he’s been assigned or underestimates how long it will take him to complete it and doesn’t finish it in time. In class, sometimes he finds himself daydreaming, and one time he even forgot that he had to present his science project that day, so he left it at home, even though it was completed. Which of the following is NOT true of Lyle?
Ans: A
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Application
Answer Location: What Is Attention-Deficit/Hyperactivity Disorder? Description
Difficulty Level: Medium a. Clinicians don’t need to determine this; they simply need to determine whether the symptoms interfere with the child’s everyday functioning. b. Clinicians can observe the child’s classmates; if the child in question is significantly more inattentive or hyperactive-impulsive than his or her classmates on a given day, an ADHD diagnosis would be appropriate. c. Clinicians can ask children to rate their own behavior; because children are generally credible and valid at self-report, this would be sufficient for diagnosis. d. Clinicians can administer norm-referenced rating scales to parents and teachers; very high symptom ratings might qualify the child for a diagnosis of ADHD
4. How can clinicians determine whether a child’s inattentive or hyperactive-impulsive symptoms are developmentally inappropriate or excessive?
Ans: D
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood.
Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: What Is Attention-Deficit/Hyperactivity Disorder? Description
Difficulty Level: Medium a. based on the number of settings in which symptoms manifest b. based on the duration of the disturbance and age of onset c. based on how many of the three primary symptom classes (hyperactivity, impulsivity, inattention) the child exhibits d. based on how many symptoms, in excess of the minimum required for diagnosis, the person exhibits and degree of impairment in functioning
5. How is severity of ADHD determined, according to the DSM-5?
Ans: D
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Knowledge
Answer Location: What Is Attention-Deficit/Hyperactivity Disorder? Description
Difficulty Level: Medium a. They cannot have any symptoms of inattention. b. They tend to be older children. c. If they don’t have inattention problems initially, most usually they do not develop these symptoms. d. They are disproportionately male.
6. Which is true of children with ADHD, predominantly hyperactive-impulsive presentation?
Ans: D
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Presentations
Difficulty Level: Medium a. hyperactive-impulsive b. hyperactive c. inattentive d. combined
7. The most common presentation of ADHD in clinical populations is ______.
Ans: D
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Knowledge
Answer Location: Presentations
Difficulty Level: Easy a. It is most common in girls. b. It typically emerges between 5 and 8 years of age. c. It is typically preceded by hyperactive-impulsive symptoms. d. It is typically a precursor to combined presentation.
8. Which is true of the predominantly inattentive presentation of ADHD?
Ans: A
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Presentations
Difficulty Level: Medium a. Those over 17 need only show five symptoms of either inattention or hyperactivity/impulsivity to be diagnosed. b. Those over the age of 17 are excused from the DSM-5 criterion that symptoms must have been present prior to age 12. c. Those over the age of 17 must endorse at least one hyperactive-impulsive symptom for diagnosis. d. Those over the age of 17 must show symptoms in at least two settings, whereas this is not a requirement for younger individuals.
9. Which of the following is a way in which the diagnosis of ADHD in those over the age of 17 differs from the diagnosis in children?
Ans: A
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Analysis
Answer Location: Presentations
Difficulty Level: Hard a. is relatively uncommon b. is common, particularly among youths referred to mental health clinics c. typically involves schizophrenia d. typically involves depression
10. Comorbidity in those with ADHD ______.
Ans: B
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Conduct and Substance Use Problems
Difficulty Level: Medium a. There is a strong comorbidity between oppositional defiant disorder and ADHD, but almost no relationship between conduct disorder and ADHD. b. The presence of ADHD in childhood makes it twice as likely for an individual to develop a conduct problem. c. Longitudinal research indicates that ADHD is causally related to the emergence of conduct problems. d. An ADHD diagnosis includes any conduct and behavioral issues that result, so these conditions cannot be comorbid.
11. Which of the following best describes the relationship between ADHD and conduct problems?
Ans: C
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender. Cognitive Domain: Comprehension
Answer Location: Conduct Problems
Difficulty Level: Hard a. Comorbid conduct problems mediate the association between ADHD and alcohol or drug problems. b. ADHD is a specific, unique predictor for smoking. c. The more symptoms of ADHD, the greater the risk of smoking. d. Stimulant medication makes individuals much more likely to abuse substances.
12. Adolescents with ADHD are at increased risk for substance use problems. Which of the following is NOT true of research explaining this link?
Ans: D
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Substance Use Problems
Difficulty Level: Medium a. They show significantly lower academic achievement and school performance than their typically developing peers, but this difference disappears when intelligence and socioeconomic background are accounted for b. They show significantly lower academic achievement and school performance than their typically developing peers, even when intelligence and socioeconomic background are accounted for. c. Children with combined presentation are most at risk for negative outcomes such as repeating a grade or not completing high school. d. Low academic performance of those with ADHD seems to be only found for boys; girls seem to be relatively protected from these effects.
13. Which of the following is true concerning the academic performance of those with ADHD?
Ans: B
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Academic Problems
Difficulty Level: Hard a. amygdala b. hippocampus c. parietal lobe d. striatum
14. Psychostimulant medications, used to treat ADHD, are most likely to affect which part of the brain?
Ans: D
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Psychostimulants
Difficulty Level: Medium a. Problematic interactions are often reciprocal. b. Children’s disruptive behavior has been conclusively shown to precede their parents’ hostile-intrusive parenting. c. Female children with ADHD are most likely to experience these negative interactions with parents. d. Parents of children with ADHD with comorbid conduct disorder tend to get more treatment and hence have better parent–child interactions than the parents of children with ADHD alone.
15. Which of the following is best supported by the research on the interactions between parents and their children with ADHD?
Ans: A
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Parent–Child Interactions
Difficulty Level: Medium a. Children with hyperactive-impulsive symptoms were most likely to be neglected by their peers. b. Adolescents with hyperactive-impulsive symptoms were most likely to be rejected by their peers, while children with hyperactive-impulsive symptoms were most likely to be neglected by their peers. c. Children with inattentive symptoms are at risk for being neglected by peers. d. Children who are controversial with peers are most likely to have their ADHD symptom severity increase and continue to be controversial with peers two years later.
16. Which of the following best reflects common peer relationships for those with ADHD?
Ans: C
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Peer Rejection and Neglect
Difficulty Level: Hard a. Dyssomnias, such as problems falling asleep, are typically only seen in youths with ADHD with hyperactive-impulsive symptoms. b. Movement disorders associated with sleep, such as sleep talking or teeth grinding, account for the vast majority of the excess in sleep disorders between youths with ADHD and youths in the general population. c. Parasomnias, such as night wakings, nightmares, or night terrors, occur about as frequently in youths with ADHD as in youths with other psychiatric disorders. d. Sleep disorders are almost never seen in children with inattentive presentation of ADHD.
17. Which of the following is true of sleep disorders in ADHD?
Ans: C
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Sleep Problems
Difficulty Level: Hard a. Children with ADHD exhibit more restless, low-quality sleep. b. Restricting children’s sleep, even by 1 to 2 hours per night, makes inattention and hyperactiveimpulsive symptoms worse. c. Sleep problems at 2- to 4 years of age predict the emergence of ADHD symptoms at age 5. d. Children with persistent sleep problems show more ADHD symptoms in later childhood than children whose early sleep problems subsided.
18. Which of the following is NOT a piece of evidence described in the text indicating that sleep problems cause ADHD symptoms?
Ans: A
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Sleep Problems
Difficulty Level: Hard a. a combined presentation of ADHD b. an inattentive presentation of ADHD who have a moderate (but still subthreshold) number of hyperactive-impulsive symptoms c. an inattentive presentation of ADHD with no hyperactive-impulsive symptoms d. a hyperactive-impulsive presentation of ADHD
19. Sluggish cognitive tempo is seen primarily in children with ______.
Ans: C
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Sluggish Cognitive Tempo
Difficulty Level: Medium a. medication b. behavior therapy c. combined treatment d. social skills training
20. The Society of Clinical Child and Adolescent Psychology and the American Academy of Pediatrics has recommended which of the following as the first line treatment for preschoolers with ADHD?
Ans: B
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Best Practices
Difficulty Level: Medium a It is approximately equal in children and adults. b. Rates of disorder are approximately equal in every world region studied. c. Caregiver reports provide the lowest estimated prevalence rate. d. The largest increase in ADHD diagnoses in the United States has been in African American children and those of low socioeconomic status.
21. Which of the following is true of the prevalence of ADHD?
Ans: D
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood.
Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Knowledge
Answer Location: What Is Attention-Deficit/Hyperactivity Disorder? Prevalence
Difficulty Level: Medium a. Those with ADHD symptoms are more likely to reproduce with each other, increasing the proportion of those with ADHD in the population. b. The fact that the IDEIA recognizes ADHD as a potential disability led more parents to seek out a diagnosis to gain access to services. c. Low-income children now have greater access to mental health services. d. Assessment for ADHD has improved, leading to better identification of those with the disorder.
22. Which of the following is NOT described in the text as one of the four main explanations for the increase in ADHD from 1990 to the present?
Ans: A
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood.
Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Knowledge
Answer Location: What Is Attention-Deficit/Hyperactivity Disorder? Prevalence
Difficulty Level: Medium a. be diagnosed with ADHD, but only in community samples b. be diagnosed with ADHD, but only in clinic samples c. be diagnosed with predominantly inattentive presentation d. have comorbid ADHD and substance use problems
23. Girls are more likely than boys to ______.
Ans: C
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: How Common Is Attention-Deficit/Hyperactivity Disorder? Gender
Difficulty Level: Easy a. Medication is an effective treatment; psychosocial therapy is not. b. Both medications and psychosocial treatments are effective, but generally medication is more effective. c. Both medications and psychosocial treatments are effective, but generally psychosocial treatment is more effective. d. Behavior therapy is most effective when used after medication has been deemed ineffective for an individual
24. Taken together, the findings regarding the effectiveness of various treatments for ADHD suggest which of the following?
Ans: B
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Multimodal Treatment
Difficulty Level: Medium a. Environment plays a stronger role in the development of the disorder than genetics does b. Concordance between twins is higher for inattentive than hyperactive-impulsive symptoms. c. The siblings of those with ADHD are no more likely to have the disorder than controls. d. Adopted children are more similar to their biological parents than to their adoptive parents with respect to ADHD symptoms and diagnosis.
25. Studies investigating the behavioral genetics of ADHD have found which of the following?
Ans: D
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Comprehension
Answer Location: Behavioral Genetics
Difficulty Level: Hard a. Only the groups whose treatment included methylphenidate showed improvement over the 2 years of the study. b. Most of the improvement occurred in the latter half of the study. c. The group that included clinical behavior therapy showed the most improvement at the 2-year followup d. The addition of psychosocial therapy did not improve the effectiveness of methylphenidate alone.
26. The results of a large scale study to compare the efficacy of pharmacological and psychosocial treatments for ADHD found which of the following?
Ans: D
Learning Objective: LO 8.3. Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Multimodal Treatment
Difficulty Level: Medium a. children exposed to cigarette smoke in utero b. hypoxia at birth c. high-crime neighborhoods d. breathing problems during sleep
27. The environmental risk factors most salient in their relationship to ADHD include all of the following EXCEPT ______.
Ans: C
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Comprehension
Answer Location: Genes and Early Environment
Difficulty Level: Easy a. the behavioral inhibition system (BIS) b. the behavioral activation system (BAS) c. the default mode network d. the motor cortex
28. You and your 6-year-old cousin are playing a game where he runs around and tickles you. Then, his mother calls that it’s time for dinner. Your cousin wants to keep playing the game. Despite repeated reminders to sit in his chair and eat dinner, he keeps running around. Your cousin’s behavior may be related to challenges in what brain region or system?
Ans: A
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Application
Answer Location: The Mesolimbic Neural Circuit (Heightened Reward Sensitivity)
Difficulty Level: Medium a. hyperactivity b. impulsivity c. inattention d. sluggish cognitive tempo
29. Overactivity of the behavioral activation system has been theorized to be most related to which main symptom of ADHD?
Ans: B
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Analysis
Answer Location: The Mesolimbic Neural Circuit (Heightened Reward Sensitivity)
Difficulty Level: Medium a. Children who reported more exercise had greater attentional abilities b. Children showed faster reaction times and better response accuracy on a computerized attention test after exercising than after sitting. c. Children’s reading and math scores were higher after exercising than after sitting. d. EEG showed greater allocation of resources to brain regions responsible for attention and concentration after exercising than after sitting.
30. Which of the following was NOT a main finding of a study discussed in the text that examined the relationship between exercise and attention (Pontifex et al., 2012)?
Ans: A
Learning Objective: LO 8.3. Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Sleep and Exercise
Difficulty Level: Medium a. dopamine; serotonin b. serotonin; dopamine c. immediate rewards; delayed rewards d. delayed rewards; immediate rewards
31. The evidence suggests that individuals with ADHD are more sensitive to ______ and less sensitive to ______.
Ans: C
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Difficulty Level: Medium
Cognitive Domain: Comprehension
Answer Location: The Mesolimbic Neural Circuit (Heightened Reward Sensitivity)
Difficulty Level: Medium a. globus pallidus b. orbitofrontal cortex c. dorsolateral cortex d. caudate
32. Which brain region is largely responsible for inhibition and impulse control?
Ans: B
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Knowledge
Answer Location: The Frontal–Striatal Neural Circuit (Impaired Inhibition)
Difficulty Level: Medium a. give them an hour more sleep per night b. give them nearly a half hour more sleep per night and triggered reported improvements in their daytime sleepiness, emotional stability, and restlessness and hyperactivity at school c. give them nearly an hour more sleep per night and triggered reported improvements in their daytime sleepiness, emotional stability and restlessness and hyperactivity at home d. produce self-reported benefits in behavior, but these were not confirmed by teachers
33. Putting children with ADHD to bed an hour earlier was found to ______.
Ans: B
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Sleep and Exercise
Difficulty Level: Medium a. A longitudinal study has indicated that the frontal–striatal neural circuit in youths with ADHD develops more slowly, by about 3 years, than it does in typically developing children. b. By adolescence, the growth of the frontal–striatal neural circuit in those with ADHD has caught up to their peers’ c. Youths with ADHD show too little dopamine in the striatum and too much dopamine in the right prefrontal cortex compared to typically developing peers without ADHD. d. There is a hyperconnection between the striatum and right prefrontal cortex in those with ADHD compared to typically developing controls.
34. Which is true about the abnormalities in the frontal–striatal neural circuit in youths with ADHD?
Ans: A
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Comprehension
Answer Location: The Frontal–Striatal Neural Circuit (Impaired Inhibition)
Difficulty Level: Medium a. medial prefrontal cortex b. medial parietal cortex c. medial temporal lobes d. medial occipital lobes
35. Which of the following is NOT part of the default mode network?
Ans: D
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Knowledge
Answer Location: The Default Mode Network (Daydreaming and Mind-Wandering)
Difficulty Level: Easy a. No reputable study has found a positive effect of special diets on behavioral outcomes for children with ADHD. b. A subset of children with ADHD seem to show a reduction in symptoms following a change in diet. c. The most effective special diet for children with ADHD is one in which sugar is strictly limited. d. The most effective special diet for children with ADHD is one in which salt is strictly limited.
36. Which of the following best describes the effectiveness of special diets in helping children with ADHD?
Ans: B
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Special Diets
Difficulty Level: Medium a. impulsivity b. inattention c. hyperactivity d. sluggish cognitive tempo
37. Problems with the default mode network most likely relate to which of the following primary symptoms of ADHD?
Ans: B
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Comprehension
Answer Location: The Default Mode Network (Daydreaming and Mind-Wandering)
Difficulty Level: Easy a. the mesolimbic neural circuit b. the frontal-striatal neural circuit c. the dorsolateral prefrontal circuit d. the default mode network
38. The hippocampus is part of which neural circuit thought to underlie ADHD?
Ans: A
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Comprehension
Answer Location: The Mesolimbic Neural Circuit (Heightened Reward Sensitivity)
Difficulty Level: Medium a. inclusion classes b. summer school c. afterschool program d. individual peer mentors
39. What is the innovation of the Challenging Horizons Program?
Ans: C
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Behavioral Classroom Management
Difficulty Level: Medium a. They allow children to make consistent decisions, irrespective of environmental conditions. b. They allow children to determine their own behavior, rather than be controlled by the environment. c. They allow delayed reinforcers to influence children, instead of just immediate gratification. d. They allow children to set long-term goals.
40. According to Barkley’s neurodevelopmental model, which of the following is NOT one of the three primary purposes of executive functions?
Ans: A
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Comprehension
Answer Location: The Development of Executive Functions
Difficulty Level: Hard a. working memory b. internalized speech c. emotion regulation d. creative problem solving
41. Children with ADHD often seem to be focused on the here and now, rather than thinking about past experiences or future goals or consequences. This indicates an impairment in which executive function?
Ans: A
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Application
Answer Location: The Development of Executive Functions
Difficulty Level: Medium a. It uses direct reinforcement. b. It uses delayed reinforcement. c. It is administered at school. d. It is administered at a younger age than any other intervention.
42. What is the unique aspect of behavioral classroom management?
Ans: C
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Behavioral Classroom Management
Difficulty Level: Easy a. psychostimulants and antidepressants b. psychostimulants and amphetamine c. psychostimulants and methylphenidate d. amphetamine and methylphenidate
43. The most commonly prescribed medications for ADHD fall into which two broad classes?
Ans: D
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Psychostimulants
Difficulty Level: Hard a. Amphetamine works on dopamine, methylphenidate on norepinephrine. b. Amphetamine works on norepinephrine, methylphenidate on dopamine. c. Amphetamine increases the release of dopamine from presynaptic vesicles; methylphenidate slows the dopamine transporter system that removes dopamine from the synaptic cleft. d. Methylphenidate increases the release of dopamine from presynaptic vesicles; amphetamine slows the dopamine transporter system that removes dopamine from the synaptic cleft.
44. Which of the following best describes the difference in mechanism of action between methylphenidate and amphetamine?
Ans: C
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Psychostimulants
Difficulty Level: Medium a. method of action b. binding location c. method of delivery d. intended effects
45. Which of the following is NOT a difference between different psychostimulants?
Ans: D
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Psychostimulants
Difficulty Level: Medium a. SNRIs are more effective. b. SNRIs produce positive effects more quickly. c. SNRIs affect more neurological systems. d. SNRIS have lower potential for misuse
46. Which of the following is a benefit of using an SNRI instead of a psychostimulant to treat ADHD?
Ans: D
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Psychostimulants
Difficulty Level: Medium a. Placebos are as effective as stimulants. b. For most children, if one stimulant is not effective, no other stimulants will be effective either. c. Stimulants had larger effects than other ADHD medications. d. The effects of stimulant medications differed for males and females.
47. The results of meta-analysis examining the effectiveness of medications to treat ADHD have indicated which of the following?
Ans: C
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Efficacy and Limitations
Difficulty Level: Medium a. Low doses of methylphenidate were most effective in treating ADHD. b. Stimulants are not effective for treating preschoolers with ADHD. c. Almost all preschoolers experienced complete remission of symptoms when treated with stimulants for ADHD. d. Most children who took medication did not experience complete symptom remission and many experienced significant side effects.
48. The results of the Preschool ADHD Treatment Study (PATS) indicated which of the following?
Ans: D
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Efficacy and Limitations
Difficulty Level: Medium a. The therapist is likely teaching Molly’s mom how to discourage undesirable behaviors. b. The therapist is likely teaching Molly’s mom to administer consistent discipline. c. The therapist is likely teaching Molly’s mom to use a token economy. d. The therapist is likely teaching Molly’s mom to reinforce Molly’s positive behaviors and obedience.
49. Molly has ADHD. Her therapist has just started working with Molly’s mom. Which of the following is most likely?
Ans: D
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Application
Answer Location: Clinical Behavior Therapy
Difficulty Level: Medium a. Clinicians recommend not using report cards until children’s treatment is underway. b. Clinicians encourage the use of only a single report card at the end of the year, to remove the stress of multiple assessments. c. Clinicians recommend teachers keep daily report cards of children’s appropriate behavior. d. Clinicians recommend teachers provide weekly reports to the parent and the principal to determine whether or not the child should remain in school.
50. Which of the following is typically a way in which clinicians help teachers change the environment of a child with ADHD with respect to report cards?
Ans: C
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Clinical Behavior Therapy
Difficulty Level: Medium a. increasing attention b. increasing appropriate social behavior c. reducing disruptive behavior and aggression d. reducing obedience latency (time to obey a command)
51. As discussed in the textbook, direct contingency management has been shown to result in all of the following EXCEPT ______.
Ans: D
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Summer Treatment Programs
Difficulty Level: Medium a. It is typically used as the sole therapy for parent–adolescent dyads, when the adolescent has ADHD. b. It is an effective additional therapy to parent training alone for parents and their adolescents with ADHD. c. It is not only ineffective, but can worsen family disputes. d. It allows adolescents to better express their feelings, which has been linked to a decrease in impulsive behaviors.
52.Which is true of communication training for ADHD?
Ans: C
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Clinical Behavior Therapy
Difficulty Level: Medium a. Counselors don’t talk to campers until an inappropriate behavior is replaced by the appropriate behavior. b. Counselors remove campers’ ability to call home when they engage in inappropriate behaviors. c. Counselors take away tokens or deduct points when campers engage in inappropriate behaviors. d. To foster interdependence, counselors take away tokens or deduct points from the entire team when one member engages in misbehavior.
53. How is response cost implemented in the Summer Treatment Program for ADHD?
Ans: C
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Application
Answer Location: Summer Treatment Programs
Difficulty Level: Hard a. group therapy for parents b. direct contingency management c. academic instruction d. social skills training
54. Which of the following is NOT a component of the Summer Treatment Program for ADHD?
Ans: A
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Summer Treatment Programs
Difficulty Level: Medium a. is relatively uncommon for females. b. is especially common among youths referred to mental health clinics c. typically involves eating disorders d. typically involves communication disorders
55. Comorbidity in those with ADHD ______.
Ans: B
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: What Problems Are Associated With Attention-Deficit/Hyperactivity Disorder?
Difficulty Level: Easy
True/False
1. It is possible to be diagnosed with ADHD, even if one has no hyperactive symptoms.
Ans: T
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Application
Answer Location: What Is Attention-Deficit/Hyperactivity Disorder? Description
Difficulty Level: Medium
2 It seems that there is a bidirectional association between sleep and ADHD.
Ans: T
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Comprehension
Answer Location: Sleep Problems
Difficulty Level: Medium
3. Recent research has confirmed that children who take stimulant medications are at increased risk of cardiac events.
Ans: F
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Efficacy and Limitations
Difficulty Level: Medium
4. The majority of children whose parents participate in parent training no longer meet diagnostic criteria for ADHD.
Ans: F
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Clinical Behavior Therapy
Difficulty Level: Hard
5. The Multimodal Treatment Study of Children with ADHD showed a modest additional benefit of behavioral therapy when combined with medication.
Ans: T
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Multimodal Treatment
Difficulty Level: Medium
6. Most individuals with ADHD receive the recommended first-line treatment.
Ans: F
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Best Practices
Difficulty Level: Easy
7. Blurting out answers is an example of a hyperactive symptom.
Ans: F
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood
Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Knowledge
Answer Location: What Is Attention-Deficit/Hyperactivity Disorder? Description
Difficulty Level: Easy
Essay
1. Why might the prevalence rate of the predominantly inattentive presentation of ADHD be higher in the community than in clinic populations?
Ans: Children with hyperactive-impulsive symptoms may be more likely to be referred for treatment because of their high-rate of overactive behavior, while children with inattentive symptoms may be more likely to be overlooked.
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Analysis
Answer Location: Presentations
Difficulty Level: Medium
2. Your neighbor tells you her 6-year-old son has ADHD, combined presentation, and he’s being rejected by peers. She’s considering putting him on medication, in part to improve his peer relationships. What does the research have to say about this?
Ans: Stimulant medication has been shown to be useful in decreasing hyperactive, impulsive, and disruptive behaviors that might be driving away peers. On the other hand, medication alone does not improve children’s social skills or positive interactions (or teach them strategies how to do these things).
Children who already have negative reputations at school can find it difficult to gain the acceptance of peers.
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Analysis
Answer Location: Peer Rejection and Neglect
Difficulty Level: Hard
3. Describe the evidence that sluggish cognitive tempo is a distinct disorder from ADHD.
Ans: The core features of sluggish cognitive tempo are distinct from the core features of ADHD, predominantly inattentive presentation Children with sluggish cognitive tempo are more likely to exhibit internalizing disorders, whereas most children with ADHD are more likely to develop externalizing disorders. Medications used to treat ADHD are less effective for those with sluggish cognitive tempo.
Learning Objective: LO 8.1. Describe the key features of attention-deficit/hyperactivity disorder (ADHD) and how the signs and symptoms of this disorder vary from early childhood through adulthood. Identify problems associated with ADHD and how these problems vary as a function of children’s age and gender.
Cognitive Domain: Analysis
Answer Location: Sluggish Cognitive Tempo
Difficulty Level: Medium
4. What is the evidence that the dopamine system is involved in ADHD?
Ans: “First, dopamine . . . receptors are especially prevalent in brain regions responsible for regulating attention and inhibiting behavior, especially the striatum and prefrontal cortex. Second, people with lesions to these areas (and presumably damage to the dopamine system) often show ADHD symptoms. Third, medications used to treat ADHD stimulate the dopamine system and enhance attention. Fourth, mice lacking genes that code for dopamine receptors in the brain show hyperactivity and impulsecontrol problems.”
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Analysis
Answer Location: Molecular Genetics
Difficulty Level: Medium
5. Why might kids with ADHD be able to watch TV for hours but not be able to focus on a writing assignment for more than a few minutes?
Ans: Dysregulation of the mesolimbic pathway might explain this. Watching TV might have immediate, salient reinforcements (such as jokes or action sequences); in contrast, writing an essay has delayed and less salient reinforcement. To increase these desired behaviors, perhaps increasing the reinforcement (both in terms of immediacy and frequency) would help.
Learning Objective: LO 8.2. Discuss some of the main causes of ADHD and differentiate among the three neural pathways that underlie the disorder. Summarize Barkley’s neurodevelopmental model for ADHD.
Cognitive Domain: Analysis
Answer Location: The Mesolimbic Neural Circuit (Heightened Reward Sensitivity)
Difficulty Level: Medium
6. Would psychostimulants create any effect for those without ADHD? Why or why not?
Ans: Because the same brain circuitry regulates attention and behavioral inhibition irrespective of diagnostic status, and because stimulant medication activates these regions and circuits (through influencing neurotransmitters), low doses of stimulant medication therefore reduce impulsivity and increase attention even in individuals without ADHD.
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Psychostimulants
Difficulty Level: Medium
7. Describe at least three reasons parents may not wish to use medications to treat their children with ADHD.
Ans: Not all children respond to medication; children who have had adverse reactions in the past might have particularly reluctant parents. In the community, the nonresponse rate may be as high as 50%. Medication for ADHD is typically a long-term proposition; discontinuing the medication usually brings back the symptoms of the disorder the safety of this medication past 2 years of treatment is also unknown For some children with tics or Tourette’s, these medications can exacerbate symptoms. Some families are just uncomfortable with pharmacological treatment in children so young and may prefer psychosocial interventions
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Comprehension
Answer Location: Efficacy and Limitations
Difficulty Level: Easy
8. What are the benefits and drawbacks of adding behavioral therapy to a medication regimen for kids with ADHD?
Ans: The results of the largest studies have suggested that medication be the first-line treatment for ADHD in children. Adding behavior therapy provided a small additional benefit that was statistically significant. Thus, the best result overall may be from a combination of treatments; indeed, the best practices of the American Academy of Pediatrics and the Society of Clinical Child and Adolescent Psychology recommended a combination of treatment for school-age children, adolescents, and adults. Survey data indicate that parents prefer behavioral treatments over pharmacological ones, but it’s unclear whether the combined treatment is preferred to one treatment type alone. However, research indicates that behavior therapy may work as well as pharmacotherapy only if it is continued over time. The additional expense and effort this entails may not be worthwhile for the very small additional benefit in effectiveness engendered.
Learning Objective: LO 8.3 Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Analysis
Answer Location: Multimodal Treatment; Best Practices
Difficulty Level: Medium
9. What do you think might account for the finding that community care was the least effective of all treatment conditions in the MTA study?
Ans: It could be that the community clinicians were less well trained, or less uniformly trained than those in other conditions; it could be that children had more noncompliance, or that there wasn’t appropriate matching between case and treatment in this condition. It could be that there were additional insurance issues in this condition with securing the appropriate treatment, compared to other conditions.
Learning Objective: LO 8.3. Evaluate the relative strengths and weaknesses of medication and psychosocial therapy for the treatment of ADHD in children, adolescents, and young adults.
Cognitive Domain: Analysis
Answer Location: Best Practices
Difficulty Level: Hard
