37 minute read
Chapter 11: Anxiety Disorders and Obsessive–Compulsive Disorder
from TEST BANK for Introduction to Abnormal Child and Adolescent Psychology 3rd Edition by Robert Weis
by ACADEMIAMILL
Test Bank
Multiple Choice
1. Malik is sitting in class thinking about the dinner he has planned with his friends over the weekend when the teacher calls on him. As he tries to think what she might have asked, all he wants to do is to slide down in his seat. He feels his heart beating quickly. Malik is experiencing which of the following?
a. worry b. cognitive aspects of anxiety c. fear d. attention violation effect
Ans: C
Learning Objective: LO 11.1 Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: Adaptive vs. Maladaptive Anxiety
Difficulty Level: Easy a. intensity b. chronicity c. degree of impairment d. number of situations in which it occurs
2. Which of the following is NOT a way in which maladaptive anxiety differs from adaptive, healthy anxiety?
Ans: D
Learning Objective: LO 11.1 Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: Adaptive vs. Maladaptive Anxiety
Difficulty Level: Medium a. intensity b. chronicity c. degree of impairment d. number of situations in which it occurs
3. Seana is afraid of driving on the freeway, especially to unfamiliar places. She learns of an internship that sounds perfect for her future career goals, but it requires her to drive on the freeway to get there. Seana decides she can’t go to the interview. This is an example of an anxiety that has an unusual degree of which of the following factors?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: Adaptive vs. Maladaptive Anxiety
Difficulty Level: Medium a. developmentally normative b. inappropriate because of its unusual intensity c. inappropriate because of its unusual chronicity d. inappropriate because of its unusually high degree of impairment
4. Benny is 14 months old and every time his mom leaves for work, he cries for about 5 minutes. This is ______.
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: Anxiety in the Context of Development
Difficulty Level: Easy a. separation anxiety disorder b. panic disorder c. selective mutism d. specific phobia
5. Which of the following anxiety disorders does NOT typically emerge in early or middle childhood?
Ans: B
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: Onset
Difficulty Level: Medium a. Sertraline and CBT were approximately equally effective in treating OCD in youths. b. A combination of sertraline and CBT was the most effective treatment for OCD in youths. c. Sertraline was most effective when coupled with information regarding exposure and response prevention, but whether the exposure and response prevention was led by a therapist or led by parents did not influence the effectiveness. d. CBT was only effective when led by a trained therapist and the addition of sertraline did not increase the effectiveness of treatment.
6. Two large studies have examined the effectiveness of various treatments for OCD. What were the central findings of these two studies (POTS I and POTS II)?
Ans: B
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: Medication for Obsessive–Compulsive Disorder and Related Disorders
Difficulty Level: Hard a. For selective mutism, SSRIs were the most effective treatment. b. For GAD, SSRIs were as effective as CBT. c. For SAD, social phobia, and GAD, the combination of Zoloft and CBT increased the likelihood of improvement compared to either treatment alone. d. No treatment was found to be more effective than placebo.
7. Results of the Child–Adolescent Anxiety Multimodal Study (CAMS) indicated which of the following?
Ans: C
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: Medication for Childhood Anxiety Disorders
Difficulty Level: Hard a. very rare in adolescents b. more common in boys than girls in childhood, though this reverses in adolescence c. present in approximately 20% of children and adolescents at any given time d. more common in adolescents than in children
8. Anxiety disorders are ______.
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: Prevalence and Course
Difficulty Level: Medium a. Stimulants seem most effective in treating anxiety disorders. b. Antipsychotics seem most effective in treating anxiety disorders, but they have not yet been rigorously tested in adolescents. c. SSRIs seem most effective in treating anxiety disorders, but they only result in substantial improvement about half of the time. d. Lithium seems most effective in treating anxiety disorders, but its side effects limit its usefulness.
9. The results of research studies on the effectiveness of medications in treating anxiety disorders have indicated which of the following?
Ans: C
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: Medication for Childhood Anxiety Disorders
Difficulty Level: Medium a. She will still meet criteria for separation anxiety disorder b. She will no longer display symptoms of any anxiety disorder. c. She will likely not meet criteria for separation anxiety disorder but is likely to meet criteria for a different anxiety or depressive disorder. d. She will likely meet criteria for both separation anxiety disorder and another anxiety or depressive disorder.
10. Josie, age 5, has separation anxiety disorder Based on the Early Developmental Stages of Psychopathology study, which of the following is most likely to be true of Josie at age 15?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: Prevalence and Course
Difficulty Level: Medium a. social anxiety disorder b. panic disorder c. specific phobia d. separation anxiety disorder
11. Which of the following is NOT thought to be acquired through classical conditioning or social learning and maintained through negative reinforcement?
Ans: B
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Specific Phobia?: Causes; What Is Panic Disorder? Causes
Difficulty Level: Hard a. In young children, the disorder is seen primarily in males, while in adolescence the disorder is seen primarily in females. b. Somatic complaints are more common in adolescents with separation anxiety disorder than in children with separation anxiety disorder c. Young children with separation anxiety disorder more commonly worry about harm befalling them or other loved ones through unlikely means, while older children worry about more realistic events. d. Separation anxiety disorder needn’t persist as long to be diagnosed in young children compared to adolescents.
12. One primary difference in separation anxiety disorder between children and adolescents is which of the following?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Separation Anxiety Disorder?: Description
Difficulty Level: Medium a. generalized anxiety disorder b. separation anxiety disorder c. social anxiety disorder d. panic disorder
13. Genetic factors play the smallest role in which of the following?
Ans: B
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Separation Anxiety Disorder?: Causes
Difficulty Level: Hard a. among those with insecure attachment, though the studies that have been conducted cannot determine which factor came first b. among those with low levels of behavioral inhibition c. among those with high levels of behavioral inhibition d. in those with high behavioral inhibition and insecure attachment
14. Risk for anxiety is greatest for which of the following?
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Analysis
Answer Location: What Is Separation Anxiety Disorder?: Causes; What Is Selective Mutism?: Causes
Difficulty Level: Medium
15. Sophia, a child with OCD, has an obsession that stepping on a crack will result in harm befalling her family members. If she does so by mistake, she has to walk in five circles. As part of her treatment, her therapist has her intentionally step on a crack and will not allow her to walk in five circles. What is this aspect of treatment called? a. information gathering b. exposure and response prevention c. generalization d. cognitive restructuring
Ans: B
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Application
Answer Location: Treatment for Obsessive–Compulsive Disorder
Difficulty Level: Easy a. feeling frightened b. expecting bad things to happen c. actions and attitudes d. results and rewards
16. Learning to identify the somatic sensations associated with anxiety corresponds to which step of the FEAR acronym as a cognitive–behavioral treatment for anxiety?
Ans: A
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: How Can Cognitive–Behavioral Therapy Be Used to Treat Separation Anxiety Disorder, Generalized Anxiety Disorder, and Social Anxiety Disorder?
Difficulty Level: Easy a. knowing Jo’s age b. knowing if Jo’s language background is the same as that of his adoptive parents c. knowing if he speaks to others d. knowing if he has any biological siblings
17. Jo has just been adopted. Since his adoption, he has not spoken to his adoptive parents. Which of the following would NOT help in assessing whether or not he has selective mutism ?
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Analysis
Answer Location: What Is Selective Mutism?: Description
Difficulty Level: Easy a. It is relatively rare. b. It typically occurs in late childhood. c. It typically resolves itself without intervention. d. It is a relatively short-term condition.
18. Which of the following is true of selective mutism?
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Selective Mutism?: Description
Difficulty Level: Medium a. separation anxiety disorder b. specific phobia c. social anxiety disorder d. panic disorder
19. Selective mutism is most strongly comorbid with which of the following?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Selective Mutism?: Description
Difficulty Level: Medium a. Only the behavioral component is necessary for effective treatment. b. Only the cognitive component is necessary for effective treatment. c. It is effective as measured by improvements in self-report, parent report, and behavioral observations but these benefits are not clinically significant. d. It is effective as measured by improvements in self-report, parent report, and behavioral observations and these benefits are clinically significant, such that most children who participate in CBT no longer meet diagnostic criteria for anxiety disorders after treatment.
20. Studies on the effectiveness of cognitive–behavioral therapy to treat anxiety disorders have indicated which of the following?
Ans: D
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: How Can Cognitive–Behavioral Therapy Be Used to Treat Separation Anxiety Disorder, Generalized Anxiety Disorder, and Social Anxiety Disorder?
Difficulty Level: Easy a. Evidence has indicated that the cognitive component is most effective for youths. b. Evidence has indicated that the behavioral component is most effective for youths. c. Evidence has indicated that CBT is not effective in youths with panic disorder unless it includes interoceptive exposure. d. No randomized, controlled trial of sufficient size has yet investigated the effectiveness of CBT for panic disorder in youths.
21. Which of the following best describes the effectiveness of CBT for youths with panic disorder?
Ans: D
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Knowledge
Answer Location: How Can Cognitive–Behavioral Therapy Be Used to Treat Panic Disorder?
Difficulty Level: Hard a. natural environment b. specific situations c. other stimuli d. suffocating or choking
22. In DSM-5 classification, a fear of enclosed places would fall into which category of phobias?
Ans: B
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: What Is Specific Phobia?: Description
Difficulty Level: Medium a. consistently and completely avoid situations in which they might encounter their feared stimulus b. know that their fear is excessive and unreasonable c. cling to their attachment figure when in the presence of a feared stimulus d. experience fear that is more extreme than the actual danger of the stimulus warrants
23. In order to meet criteria for diagnosis, children with Specific Phobia must ______.
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Specific Phobia?: Description
Difficulty Level: Hard a. Younger children are more likely to fear blood and injury than are older children. b. Fear of being alone is more common in adolescence than in childhood. c. Fear of animals usually does not develop until late childhood or early adolescence. d. The most common fear is fear of the dark.
24. How do the feared stimuli in specific phobia vary across child development?
Ans: B
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Specific Phobia?: Description
Difficulty Level: Medium a. animals b. heights c. blood-injection-injury d. natural disasters
25. Which of the following phobias is equally common in boys and girls?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Specific Phobia?: Description
Difficulty Level: Medium a. avoidance b. negative self-statements c. increased heart rate d. minimizing the ability to cope
26. Which of the following is a behavioral symptom of fear or anxiety?
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Specific Phobia?: Description
Difficulty Level: Medium a. There is a prominent genetic component for specific phobia b. Animal phobia appears to be propagated via epigenetic effects. c. Blood-injection-injury phobias tend to have a relatively greater genetic component than other phobias. d. A specific genetic marker that increases predisposition to specific phobia has been located on the 7th chromosome.
27. The evidence supports which of the following regarding the genetic component of specific phobia?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Specific Phobia?: Causes
Difficulty Level: Medium a. fear becomes an unconditioned response b. a neutral stimulus becomes an unconditioned stimulus c. an unconditioned stimulus is paired with a conditioned response d. a neutral stimulus is repeatedly paired with an unconditioned stimulus
28. Phobias can be classically conditioned when ______.
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Specific Phobia?: Causes
Difficulty Level: Hard a. classically conditioned fear b. classically conditioned worry c. negative punishment d. association anxiety
29. Tamar was watching a movie with a violin soundtrack. At one point, a scary monster came on the screen and Tamar got scared. Later, when she heard violins, she shrieked and asked her mother to turn the music off. This is an example of which of the following?
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: What Is Specific Phobia?: Causes
Difficulty Level: Easy a. classical conditioning b. operant conditioning c. observational learning d. informational transmission
30. Tamar’s brother, Eric, witnessed Tamar become scared by a monster in a movie. Now, Eric is also scared of monsters. Eric’s fear developed through which of the following?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: What Is Specific Phobia?: Causes
Difficulty Level: Medium a. specific phobia: situational subtype b. generalized anxiety disorder c. social anxiety disorder d. panic disorder
31. Hilari is terrified to present her poem in front of her 10th-grade English class. She’s worried that others will think it’s stupid, or that she’ll trip on the way up to the front of the room, or that her classmates will make fun of her. These thoughts are consistent with which of the following?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: What Is Social Anxiety Disorder?: Description
Difficulty Level: Easy a. genetics b. parental modeling or teaching of anxiety responses c. parental avoidance of charged discussions d. parental practices that allow the child too much autonomy
32. Research has indicated that all of the following are ways in which parents might contribute to social anxiety disorder in their children EXCEPT ______.
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Social Anxiety Disorder?: Causes
Difficulty Level: Medium a. intrusive and overprotective b. harsh and cold c. reasonable and accommodating d. alternating between hostile and permissive
33. Parents of children with social anxiety disorder are often described as ______.
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Social Anxiety Disorder?: Causes
Difficulty Level: Medium a. cognitive symptoms, such as feelings of unreality or detachment b. emotional systems, such as thoughts of losing control c. somatic symptoms, such as the desire to flee a situation d. intense autonomic arousal
34. A panic attack includes which of the following?
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Panic Disorder?: Description
Difficulty Level: Medium a. age of onset b. history of panic attacks c. number of symptoms experienced d. comorbidity with social anxiety disorder
35. Which of the following is most strongly associated with the likelihood an individual will seek treatment for a panic attack?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Panic Disorder?: Description
Difficulty Level: Medium a. Yes, because she’s been worried for months about having another attack and has changed her behavior as a result of the attack. b. No, because the duration of the worry and change in behavior is not long enough. c. No, because she has had only one panic attack. d. No, because these changes in her routines are not sufficient to constitute clinically significant distress or impairment.
36. Two months ago, Judy had her first panic attack, and it was very severe. She’s been worrying about having another one ever since. Her panic attack occurred while she was at the gym, so she’s avoided the gym for the past two months, significantly cutting down her physical activity and leaving many of her cross-fit buddies to wonder where she is. Can Judy be diagnosed with panic disorder?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: What Is Panic Disorder?: Description
Difficulty Level: Medium a. Panic attacks are more common in girls, but more severe when they occur in boys. b. Panic attacks are more common in boys, but more severe when they occur in girls. c. Panic attacks are equally common among boys and girls, but more severe in girls. d. Panic attacks are more common in girls, but panic disorder is more common in boys.
37. What is the relationship between gender and panic attacks?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Panic Disorder?: Description
Difficulty Level: Medium a. It cannot, by definition, occur in children under the age of 10. b. It is most common in those between the ages of 15 and 19. c. It is usually diagnosed shortly after the onset of symptoms. d. It is most common in those between 10 and 15.
38. Which of the following is true about panic disorder?
Ans: B
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Panic Disorder?: Description
Difficulty Level: Medium a. only graded exposure involves a hierarchy of feared stimuli b. graded exposure takes much longer than systematic desensitization c. only graded exposure involves classical conditioning d. systematic desensitization is essentially graded exposure plus relaxation training which produces an incompatible response to anxiety in the presence of a feared stimulus
39. Systematic desensitization differs from graded exposure in that ______.
Ans: D
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Analysis
Answer Location: Systematic Desensitization
Difficulty Level: Medium a. low anxiety sensitivity b. unusually low sensitivity to the typical symptoms of arousal and anxiety that causes only extreme forms, such as a panic attack, to be characterized and understood c. a tendency to personalize negative events d. a tendency toward overly rational thinking, which can be overwhelmed by the somatic symptoms of a panic attack
40. One theory of the causes of panic disorder says that it arises in part from which of the following?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Panic Disorder?: Causes
Difficulty Level: Medium a. specific phobia b. agoraphobia c. panic disorder d. social anxiety disorder
41. Jillian has always wanted to ride in a hot air balloon, but when she learns that the entire adventure involves 4 hours without access to a bathroom, Jillian feels she cannot do it. She can’t bear the thought of having to go to the bathroom and being unable to for all that time, so she does not fulfill this dream. Jillian’s behavior is most consistent with which of the following conditions?
Ans: B
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: What Is Agoraphobia?: Description
Difficulty Level: Medium a. This is an example of classical conditioning. b. Washing her hands would be negatively reinforcing. c. The praise is positive reinforcement. d. This is an example of modeling.
42. Mila is afraid of germs. In order to treat Mila, her therapist has her rub her hands in dirt and then she must sit there for 10 minutes without washing it off or using hand sanitizer. At the end of the 10 minutes, her therapist gives Mila lots of praise for tolerating her feared situation. Which of the following is true?
Ans: C
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Application
Answer Location: Contingency Management
Difficulty Level: Easy a. It is purely genetic. b. It is purely due to overprotective parenting. c. It is most likely to arise via positive reinforcement d. It is most commonly due to a combination of genetic risk and authoritarian parenting.
43. Which of the following best describes the causes of agoraphobia?
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Agoraphobia?: Causes
Difficulty Level: Medium a. social anxiety disorder b. panic disorder c. separation anxiety disorder d. generalized anxiety disorder
44. Which anxiety disorder is most closely associated with depression?
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Generalized Anxiety Disorder?: Description
Difficulty Level: Medium a. capacity for worry b. need for reassurance c. linguistic ability d. social awareness
45. The frequency and severity of GAD increases with children’s ______.
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Generalized Anxiety Disorder?: Description
Difficulty Level: Medium a. knowing whether these worries impact her daily functioning b. knowing how old Laila is c. knowing whether she worries about things in the home setting as well d. knowing whether Laila worries equally on the weekends as she does on weekdays
46. Laila is worried that her classmates won’t like her, that she won’t do as well as she wants to in school, and that she won’t get into a good college. Which of the following would be most helpful in determining whether Laila might meet criteria for generalized anxiety disorder?
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Analysis
Answer Location: What Is Generalized Anxiety Disorder?: Description
Difficulty Level: Easy a. They needn’t experience any symptoms as a result of their worrying, while adults must. b. They must experience a somatic symptom as a result of their worrying, while for adults the symptom must be cognitive. c. They must experience a somatic symptom as a result of their worrying, while adults must experience at least two symptoms, of which at least one must be cognitive. d. They must experience at least one symptom as a result of their worrying, while adults must experience at least three
47. Which is true about children with generalized anxiety disorder?
Ans: D
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Generalized Anxiety Disorder?: Description
Difficulty Level: Hard a. bringing the rabbit closer to Peter, releasing the rabbit from its cage and then encouraging Peter to touch it b. exposing Peter to additional animals c. giving Peter candy when he did not protest the rabbit’s presence d. having Peter play with other children who were not afraid of the rabbit
48. Which of the following was NOT a way that Mary Cover Jones attempted to reduce Peter’s fear of rabbits?
Ans: B
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Knowledge
Answer Location: How Can Behavior Therapy Be Used to Treat Phobias and Selective Mutism?
Difficulty Level: Medium a. high comorbidity between the disorders b. an increased risk for those with generalized anxiety disorder to develop depression later on c. a particular risk for those with depression to develop generalized anxiety disorder later on d. the existence of an “anxious-misery” factor as one that partially explains the development of generalized anxiety disorder and may also relate to depressive disorders
49. The relationship between generalized anxiety disorder and depression entails all EXCEPT which of the following?
Ans: C
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Generalized Anxiety Disorder?: Description
Difficulty Level: Hard a. positively reinforcing b. negatively reinforcing c. positively punishing d. negatively punishing
50. A primary theory of the persistence of worry, the cognitive avoidance theory, indicates that worry is which of the following?
Ans: B
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Generalized Anxiety Disorder?: Causes
Difficulty Level: Medium a. the topics of the worry b. the amount of problem-solving engaged in while worrying c. the persistence of the worry d. the number and degree of cognitive distortions
51. Differences between typical worrying and the worrying done by those with generalized anxiety disorder seem to be all of the following EXCEPT ______.
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Generalized Anxiety Disorder?: Description
Difficulty Level: Medium a. catastrophizing b. overgeneralizing c. personalizing d. absolute thinking
52. Gilda misses the bus and immediately thinks, “Now I’ll have to walk all the way home and what if I get hit by a car or even kidnapped?” This is an example of which cognitive distortion?
Ans: A
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: What Is Generalized Anxiety Disorder?: Causes
Difficulty Level: Easy a. Yes. b. No, because we don’t know how long this has been going on. c. No, because she likes these thoughts. d. No, because these thoughts don’t spur her to complete compulsions.
53. Marlene spends most of the day thinking about fairies. Sometimes, when she’s at school, thoughts about fairies will just pop into her head Marlene’s thoughts about fairies, therefore, sometimes interfere with her school work, but Marlene can’t help it she just loves thinking about fairies. Is Marlene experiencing an obsession with fairies?
Ans: C
Learning Objective: LO 11.2 Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions.
Cognitive Domain: Analysis
Answer Location: What Is Obsessive–Compulsive Disorder?: Description
Difficulty Level: Medium a. first watching a video about an airport, then visiting an airport, then sitting on a small, nonmoving plane at an air and space museum, and finally boarding a plane without taking off before taking a very short airplane trip b. thinking about how it would feel to fly c. spending a few minutes every day relaxing while imagining flying in an airplane d. booking a trip from New York to Australia and getting on the 18-hour flight
54. Mimi is trying to overcome her fear of flying. Which of the following treatment scenarios would be most consistent with an in vivo flooding with massed exposure approach?
Ans: D
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Application
Answer Location: How Can Behavior Therapy Be Used to Treat Phobias and Selective Mutism?
Difficulty Level: Easy a. much less common than adolescents with OCD b. very unlikely to be receiving treatment c. very unlikely to be male d. very unlikely to have no comorbidities
55. Children with OCD are ______.
Ans: B
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Knowledge
Answer Location: What Is Obsessive-Compulsive Disorder?: Description
Difficulty Level: Medium a. Children typically have more obsessions than adults do. b. Children’s obsessions tend to be more vague. c. Children may be less willing to state their obsessions aloud. d. Children’s obsessions are more likely to change over time.
56. Which of the following is NOT a typical difference between the obsessions of children with OCD and the obsessions of adults with OCD?
Ans: A
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Knowledge
Answer Location: What Is Obsessive–Compulsive Disorder?: Description
Difficulty Level: Medium a. It is most likely to be chronic, particularly for those with early symptom onset. b. It lasts 5 years or more for about half of youths with the disorder. c. It is that, more often than not, the severity of symptoms lessens in late adolescence and early adulthood even without treatment. d. It is that its symptoms usually lessen within the first 2 years of the condition.
57. Which of the following is true about the course of OCD?
Ans: B
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Knowledge
Answer Location: What Is Obsessive–Compulsive Disorder?: Description
Difficulty Level: Medium a. genetics b. nonshared environmental factors c. neurodevelopmental factors d. shared environmental factors
58. Which of the following factors is LEAST impactful in the development of OCD?
Ans: D
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions.
Cognitive Domain: Knowledge
Answer Location: What Is Obsessive-Compulsive Disorder?: Causes
Difficulty Level: Medium a. orbitofrontal cortex b. amygdala c. cingulate gyrus d. caudate
59. Which of the following is NOT part of the brain circuit thought to underlie OCD?
Ans: B
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Knowledge
Answer Location: What Is Obsessive–Compulsive Disorder?: Causes
Difficulty Level: Medium a. orbitofrontal cortex b. amygdala c. cingulate gyrus d. caudate
60. Which part of the cortico-basal-ganglionic circuit would be responsible for initiating an action in response to an irregularity in the environment (for instance, turning off the oven if it were left on)?
Ans: D
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Application
Answer Location: What Is Obsessive–Compulsive Disorder?: Causes
Difficulty Level: Medium a. generalized anxiety disorder b. obsessive–compulsive disorder c. panic disorder d. separation anxiety disorder
61. Thought–action fusion is most commonly seen in which disorder?
Ans: B
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Knowledge
Answer Location: What Is Obsessive–Compulsive Disorder?: Causes
Difficulty Level: Easy a. age of onset b. neurological underpinnings c. the existence of a genetic component d. effective treatments
62. Which of the following is a difference between trichotillomania and OCD?
Ans: D
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Comprehension
Answer Location: Trichotillomania
Difficulty Level: Medium a. OCD b. Tourette’s disorder c. a motor tic d. a vocal tic
63. Horatio moves his arm in a similar way every few seconds, jutting his elbow to the side and then flicking his wrist upward. This is an example of which of the following?
Ans: C
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Application
Answer Location: Tic Disorders
Difficulty Level: Easy a. earlier in life b. only when an individual has had a psychosocial stressor c. more consistently, without waxing and waning d. due to heritability as opposed to environmental factors
64 Compared to OCD, tic disorder usually occurs ______.
Ans: A
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Knowledge
Answer Location: Tic Disorders
Difficulty Level: Medium a. normal behavior b. trichotillomania with focused hair pulling c. trichotillomania with automatic hair pulling d. excoriation
66. Felicia is always plucking out the hair in her eyebrows; she does this without paying attention and sometimes looks up and an entire eyebrow is gone. She feels that she cannot control this habit and it is very distressing to her. Felicia is exhibiting symptoms consistent with which of the following?
Ans: C
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Application
Answer Location: Trichotillomania
Difficulty Level: Medium a. They can be suppressed for short periods of time, but not indefinitely. b. They are involuntary in most people, but some people have greater control. c. They are involuntary in most circumstances, but in certain learned circumstances they can be controlled. d. They are involuntary in those with poor insight, but may be voluntary in the few with good insight.
67. Why are tics considered “largely involuntary”?
Ans: A
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Comprehension
Answer Location: Tic Disorders
Difficulty Level: Hard
True/False
1. Onset of social anxiety disorder is typically between 7 and 9 years of age.
Ans: F
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Social Anxiety Disorder?: Description
Difficulty Level: Medium
2 All children have an attachment style.
Ans: F
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Comprehension
Answer Location: What Is Separation Anxiety Disorder?: Description
Difficulty Level: Hard
3. The genetic component appears to be particularly strong for selective mutism when compared to other anxiety disorders.
Ans: T
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Selective Mutism?: Causes
Difficulty Level: Medium
4. Obsessions cannot be suppressed, but tics can. Ans: F
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Knowledge
Answer Location: Tic Disorders
Difficulty Level: Medium
5. An obsession almost always occurs before a tic. Ans: F
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions.
Cognitive Domain: Knowledge
Answer Location: Tic Disorders
Difficulty Level: Medium
6. PANDAS is more closely tied to obsessive–compulsive disorder than to anxiety disorders. Ans: T
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Knowledge
Answer Location: What Is Obsessive–Compulsive Disorder?: Causes
Difficulty Level: Medium
7. The focus of cognitive behavioral therapy in children with anxiety is to increase the number of positive self-statements.
Ans: F
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: How Can Cognitive-Behavior Therapy Be Used to Treat Separation Anxiety Disorder, Generalized Anxiety Disorder, and Social Anxiety Disorder? Difficulty Level: Medium
8. Exposure and response prevention seems to be the most critical aspect of treatment for OCD.
Ans: T
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Knowledge
Answer Location: Treatment for Obsessive–Compulsive Disorder
Difficulty Level: Easy
Essay
1. In what ways can anxiety be positive, helpful, or adaptive?
Ans: It can help us deal with immediate threats or prepare for future danger. It might increase alertness and optimal arousal. It also might trigger us to seek out social support, for instance from a caregiver.
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Analysis
Answer Location: Adaptive vs. Maladaptive Anxiety
Difficulty Level: Easy
2. Eliza is very afraid of spiders. She wants to become a Girl Scout, but is too worried that she might see a spider on a camping trip to participate. In fact, she doesn’t even want to walk home from school for fear of seeing a spider; she makes her mom come pick her up instead. In what ways is Eliza demonstrating the criteria for specific phobia?
Ans: The fear of spiders is interfering with activities she would otherwise do and is impacting her life. It has prevented her from joining Girl Scouts, and it has also created impairment in the family unit, by involving her mom routinely in her school pick-up. She also is showing avoidance and a reaction that is disproportionate to the danger spiders can cause.
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Application
Answer Location: What Is Specific Phobia?
Difficulty Level: Medium
3. In what ways can parenting style contribute to the development of social anxiety disorder?
Ans: The controlling nature of parents may not allow children to make decisions for themselves, communicating to children that they are not capable of coping with life’s challenges; this results in the need for or seeking of perpetual reinforcement from parents Parents who are overprotective convey a sense of excessive risk and worry to their children, who may learn to overestimate the degree of threat in their surroundings, resulting in excessive timidity. Critical behavior from parents conveys to children that the world, and even their own parents, can be unsympathetic. Parents might also model anxiety when interpreting ambiguous situations and may be more likely to discuss and help children process their feelings.
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Analysis
Answer Location: What Is Social Anxiety Disorder?
Difficulty Level: Medium
4. Describe how agoraphobia might arise from panic disorder. How might it arise in those with no history of panic disorder?
Ans: With panic disorder, agoraphobia usually arises when individuals associate certain locations or circumstances with panic attacks through classical conditioning and then avoid these environments. Without panic disorder, subthreshold panic symptoms may produce avoidance of certain situations in much the same way, with avoidance providing negative reinforcement. Alternatively, perhaps there are operant conditioning reasons why avoiding a place occurs for instance, it reminds the individual of something bad that has happened external to himself or herself, such as bullying or teasing. The avoidance is therefore an effort to avoid further victimization. Another possibility is that low self-efficacy and the need for frequent reassurance can result in agoraphobia.
Learning Objective: LO 11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence. Identify and give examples of some of the major causes of anxiety disorders in youths.
Cognitive Domain: Analysis
Answer Location: What Is Agoraphobia?
Difficulty Level: Medium
5. In obsessive–compulsive disorder, how can obsessions occur without compulsions? How can compulsions occur without obsessions?
Ans: A person can experience obsessions and attempt to neutralize them or suppress them in ways that don’t entail engaging in compulsive behaviors. Compulsions can occur without obsessions because they can occur “according to rules that must be applied rigidly.” These rules are usually, but needn’t always, be driven by obsessions.
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Analysis
Answer Location: What Is Obsessive–Compulsive Disorder?: Description
Difficulty Level: Hard
6. What is interoceptive exposure? In what ways is it helpful to those with panic disorder?
Ans: In interoceptive exposure, the youth learns to intentionally produce some of the physiological symptoms of panic and then use relaxation techniques to calm down. This helps youths see that these symptoms can be under their conscious control. It also shows the youth that he or she will not die or pass out from the distressing symptoms, and that their severity will decrease over time. Finally, it provides practice and demonstrates the effectiveness of using relaxation techniques to cope with panic.
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: How Can Cognitive–Behavioral Therapy Be Used to Treat Panic Disorder?
Difficulty Level: Medium
7. Under what circumstances might a medication be prescribed to treat an anxiety disorder in children?
Ans: Typically, psychosocial interventions are the primary treatment for anxiety disorders in children; however if a child does not respond to exposure-based therapy, or if the results are not quick enough, medication may be used as adjunctive therapy.
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: Is Medication Effective in Treating Childhood Anxiety Disorders?
Difficulty Level: Medium
8. Which medications are most commonly used to treat tic disorders and why?
Ans: Because dopamine is strongly related to tic disorders, medications that affect dopamine are most likely to be used these include antipsychotics and alpha-2 adrenergic agonists. However, antipsychotics often have extreme side effects that are intolerable to many youths. Alpha-2 adrenergic agonists affect serotonin and norepinephrine in the median raphe nucleus, which in turn reduces dopamine activity. However, these medications do not have the efficacy of antipsychotics.
Learning Objective: LO 11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD. Evaluate the strength and limitations of medication, psychotherapy, and combined treatment for pediatric anxiety disorders and OCD.
Cognitive Domain: Comprehension
Answer Location: Medication for Obsessive–Compulsive Disorder and Related Disorders
Difficulty Level: Hard
9. Melanie is always picking at blemishes on her face. Despite her mothers’ warnings, she doesn’t really want to stop, though it leaves her with red scabs all over. Does this constitute excoriation disorder? Why or why not?
Ans: Likely not. There is no indication that this skin picking is causing great distress or impairment in functioning. There is also no evidence that she has tried to stop or even wants to.
Learning Objective: LO 11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions
Cognitive Domain: Analysis
Answer Location: Excoriation Disorder
Difficulty Level: Easy
