Introduction To Abnormal Child And Adolescent Psychology 3rd Edition By Robert Weis TEST BANK

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 1: The Science and Practice of Abnormal Child Psychology Test Bank Multiple Choice 1. Epidemiologists often report the prevalence of a medical or psychological disorder. What is “prevalence”? a. the number of people in a population with a given disorder b. the percentage of people in a population with a given disorder c. the number of new cases of a disorder in a population d. the percentage of new cases of a disorder in a population Ans: B Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Easy 2. Which of the following is NOT an essential component of the DSM-5 definition of a mental disorder? a. a pattern of behavior that occurs within an individual b. a behavior that reflects an underlying dysfunction c. the consequences of the behavior cause distress or disability d. the disturbance is long lasting Ans: D Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Knowledge Answer Location: How Does DSM-5 Define a Mental Disorder?

Difficulty Level: Medium 3. How do developmental psychopathologists characterize abnormal behavior? a. behavior that interferes with children’s competence and does not meet the demands of the environment b. behavior that leads to psychological distress, impairment, and risk of harm to self or others c. behavior that leads to psychological distress, impairment, or risk of harm to self or others d. behavior that is statistically different than the behavior of the typical child Ans: A Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Knowledge Answer Location: Adaptive vs. Maladaptive Development Difficulty Level: Medium 4. Clinical interventions that are not grounded in psychological science can harm children and families.

Which of the following is NOT a way identified in the text that scientifically uninformed practice can hurt clients? a. Ineffective treatments can cause parents to lose hope in psychology and treatment in general. b. Ineffective interventions can cost parents time and money. c. Ineffective treatments have been proven to substantially increase the rates of depression in parents. d. Ineffective treatments can be physically harmful to children.

Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Comprehension Answer Location: Importance Difficulty Level: Hard 5. Wakefield’s (1992) concept of “harmful dysfunction” ______. a. provides criteria for differentiating normal from abnormal behavior b. requires all mental disorders to have an underlying biological cause c. asserts that genetic and biological factors play a greater role in psychopathology than social-cultural factors d. assumes that a biological or medical cause of a person’s psychopathology has been ruled out before a psychiatric diagnosis is assigned Ans: A Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Comprehension Answer Location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty Level: Medium 6. Which of the following is true of students providing services to children in need? a. If students have been trained to provide evidence-based treatment, the treatment will be effective. b. Students should not question the evidence for the intervention or the ethics behind the intervention. c. Once students have been trained to provide an intervention, it is safe and ethical for them to do so without supervision. d. It is recommended that students ask themselves whether there are alternative services that might provide greater benefits to the clients than the ones being provided.

Ans: D Learning objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Answer Location: How Can Students Help Children in an Evidence-Based Manner?

Cognitive Domain: Comprehension Difficulty Level: Medium 7. Which of the following statements about prevalence is true? a. Point prevalence can never be less than lifetime prevalence for a given disorder. b. Point prevalence can never be more than lifetime prevalence for a given disorder. c. Only lifetime prevalence measures the percentage of people with a disorder at each age. d. Only point prevalence measures the severity of people’s disorders.

Ans: B Learning Objective: LO1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Analysis Answer Location: Overall Prevalence Difficulty Level: Hard 8. Which of the following is NOT a challenge mentioned in your text when determining prevalence of mental disorders in children and adolescents? a. There is no single agency that tracks the prevalence of mental disorders in children and adolescents. b. There is no standard definition of what constitutes mental disorder. c. Epidemiological studies use different methods to collect data, each of which yields a slightly different result. d. Some people do not want to participate in lengthy surveys, or provide inaccurate information.

Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status, and ethnicity; LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Comprehension Answer Location: Overall Prevalence Difficulty Level: Medium 9. How has the overall prevalence of mental health disorders among children changed over the past several decades? a. It has increased. b. It has decreased. c. It has remained unchanged. d. It increased initially and then decreased to former levels.

Ans: A Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Easy 10. Which of the following is true of comorbidity? a. It is rare. b. It refers to the experience of having one disorder, recovering, and then having a different disorder. c. It is especially common in individuals with depression. d. It is much more common in children than in adolescence.

Ans: C Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Hard 11. Medication used to treat a psychological disorder is called ______.a. psychotropic b. behavioral c. neurotropic d. hallucinogenic Ans: A Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Use of Medication Difficulty Level: Easy 12. Which of the following best describes the relationship between psychotropic medication and age? a. Adolescents are more likely to receive psychotropic medication, even though they are less likely than young children to experience psychological disorders. b. Children are more likely to receive psychotropic medication, typically because their psychological disorders tend to be more severe than adolescents’. c. Adolescents are more likely to receive psychotropic medication because they are more likely to experience psychological disorders, and the severity of these disorders tends to be greater than the severity of children’s disorders. d. There are no major differences in the rates of psychotropic medication prescriptions between children and adults.

Ans: C Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Comprehension Answer Location: Use of Medication Difficulty Level: Hard 13. What does the study of facilitated communication demonstrate about the value (or harm) of ignoring empirically-based interventions in favor of other forms of treatment? a. that empirically based literature is not always well founded and sometimes alternative treatments are vastly more effective b. that the stigma that accompanies mental illness treatment can drive families to seek help from nonmainstream sources c. that interventions that are not empirically based can be harmful to clients and their families d. that culture must be taken into account when determining how much to rely on empirically based interventions Ans: C Learning objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Answer Location: Importance Cognitive Domain: Analysis Difficulty Level: Hard 14. Since 1995, the percentage of youth receiving medication to treat their psychological problems has ______; the percentage of youth receiving therapy to treat their psychological problems has ______. a. increased; stayed the same b. increased; decreased c. increased; increased d. stayed the same; increased Ans: A Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Use of Medication Difficulty Level: Medium 15. Which of the following is NOT one of the sociodemographic factors that is considered especially important for understanding psychological disorders, according to your text? a. age b. gender c. birth order d. socioeconomic status Ans: C Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: What Factors Influence Prevalence of Childhood Disorders?

Difficulty Level: Easy 16. Which of the following best describes the relative rates of mental disorders in children and adolescents of different sexes? a. Boys are more likely than girls to experience mental disorders in childhood, but boys and girls are equally likely to experience mental disorders in adolescence. b. Boys are more likely than girls to experience mental disorders in childhood, but girls are more likely to experience mental disorders in adolescence. c. Boys and girls have equal rates of mental disorders in childhood and in adolescence. d. Boys and girls have equal rates of mental disorders in childhood with boys experiencing more mental disorders in adolescence.

Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status, and ethnicity.

Cognitive Domain: Knowledge Answer Location: Gender Difficulty Level: Hard 17. Your text describes a study (Hamilton, Strange, et al., 2015) about stressful events that involved important people or relationships in children’s and adolescents’ lives. The results of this study imply that ______. a. depression was related to the number of interpersonally dependent stressors the participants experienced b. depression was related to the timing of the interpersonally dependent stressors, with those occurring earlier in childhood having a greater impact c. depression was related to a feeling of personal responsibility over the stressors d. boys were more likely to ruminate over interpersonally dependent stressors Ans: C Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity; LO 1.3 Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Comprehension Answer Location: Gender Difficulty Level: Medium 18. Which of the following is NOT represented in socioeconomic status (SES)? a. parents’ reputation in the community b. parents’ level of education c. parents’ employment d. family income Ans: A Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Socioeconomic Status Difficulty Level: Easy 19. Your textbook reports findings from a recent study (Frick, 2013) that found an association between single-parent families and increased mental health problems. Which of the following can we conclude from this study? a. Those with low SES will go on, more often than not, to develop mental disorders. b. Low SES causes mental disorders. c. Mental disorders makes it more likely for a second parent to leave the home. d. There is a relationship between single-parent households and increased rates of mental disorder, but the cause cannot be determined from this study.

Ans: D Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status(SES) , and ethnicity.

Cognitive Domain: Analysis Answer Location: Socioeconomic Status Difficulty Level: Medium 20. Which of the following best describes prevalence rates of mental disorders? a. Autism spectrum disorder has roughly the same prevalence across all ethnic groups in the United States. b. All childhood psychological disorders so far studied are more prevalent among African American and Latino children compared to White children.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. The prevalence of some disorders, such as anxiety disorders, are higher among White children than among non-White children. d. The prevalence of conduct problems is highest among Latino children, compared to those of other ethnic groups.

Ans: C Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Ethnicity Difficulty Level: Hard 21. What is the appropriate role of anecdotes (personal, individual stories of experiences) in clinical practice? a. Anecdotes alone can safely and ethically guide clinical practice. b. Anecdotes may contribute to clinical judgment and can be useful when combined with empirical evidence. c. Anecdotes should not be drawn upon at all in clinical practice, either in discussions with clients or in planning treatment. d. Anecdotes are safe to consider as models in certain cases, without additional empirical evidence, but only when the anecdote is very similar to the case at hand.

Ans: B Learning objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Answer location: Importance Cognitive Domain: Analysis Difficulty Level: Medium 22. Approximately what percentage of children and adolescents diagnosed with mental disorders receive treatment? a. 20% b. 50% c. 75% d. 100% Ans: B Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Access to Treatment Difficulty Level: Easy 23. Compared to children and adolescents with other disorders, those with anxiety disorders ______. a. were most likely to receive treatment b. were most likely to be treated by a pediatrician rather than a mental health professional c. were most likely to receive psychotropic medication d. were most likely to be from low-SES backgrounds Ans: B Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Access to Treatment Difficulty Level: Medium 24. Which of the following is NOT a common barrier to treatment for psychological disorders of childhood? a. Families are unable to pay for evidence-based treatments. b. Evidence-based treatment is not available in many communities.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. Stigma prevents individuals from seeking treatment for mental disorders. d. No evidence-based treatments have been identified for most childhood psychological disorders.

Ans: D Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status(SES) , and ethnicity.

Cognitive Domain: Knowledge Answer Location: Barriers to Treatment Difficulty Level: Medium 25. Which of the following is consistent with the statistical deviancy approach to defining abnormality? a. Roughly 2% of the population has an IQ below 70; those with an IQ under 70 might, therefore, be considered abnormal. b. Those who act out against the rules of society and are thus considered deviant would meet the definition of abnormality. c. Those who are severely impaired by their inability to make and maintain meaningful social relationships would be considered abnormal. d. If 50% of the population had suicidal thoughts, this 50% would be considered abnormal.

Ans: A Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Analysis Answer Location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty Level: Medium 26. The belief that the degree of disability best defines abnormality is most consistent with which approach? a. statistical deviancy b. impairment c. psychological distress d. cultural deviancy Ans: B Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Comprehension Answer Location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty Level: Easy 27. Which of the following approaches to defining abnormality is INCORRECTLY paired with one of that approach’s serious drawbacks? a. Statistical deviancy fails to account for the fact that something can be rare but not harmful. b. Impairment fails to account for the fact that some mental illnesses are not associated with impairment in functioning. c. Psychological distress fails to account for the subjectivity of quantifying distress. d. Cultural deviancy fails to account for how the norms of cultures vary.

Ans: D Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Application Answer Location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty Level: Hard 28. Which is the best definition of beneficence? a. generosity b. helping and promoting others’ welfare c. sharing results of a study d. confidentiality

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: B Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Knowledge Answer Location: Importance Difficulty Level: Medium 29. Which of the following is true of evidence-based practice? a. It relies on empirically validated methods, not on clinical judgment. b. It can only be implemented if individuals with sociocultural backgrounds similar to that of the client have been investigated empirically. c. It entails following well-established treatments rigidly to ensure validity. d. It is important for providing ethical care to children and families.

Ans: D Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Analysis Answer Location: Definition Difficulty Level: Medium 30. Which of the following statements about psychobiological causes for childhood psychological disorders is NOT true? a. Most childhood disorders do not have specific biological causes that have been identified. b. Specific biological abnormalities that have been identified are not present in every child with a disorder. c. We cannot infer that the biological abnormalities cause a disorder in every case. d. The mind and the brain are completely separate and the brain cannot influence or cause mental problems independently.

Ans: D Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Comprehension Answer Location: How Does DSM-5 Define Mental Disorder?

Difficulty Level: Medium 31. Which of the following is NOT one of the ways in which ethnicity and culture affect and interact with the diagnostic process? a. Different cultural values affect the behaviors that are considered problematic. b. Cultural differences can cause problems in the assessment and diagnostic process. c. Ethnic minorities are often underrepresented in mental health research. d. Having a clinician who is of the same ethnicity as the client is vital to the diagnostic process.

Ans: D Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Comprehension Answer Location: How Does Culture Affect the Identification of Childhood Disorders?

Difficulty Level: Medium 32. Probabilistic epigenesis is ______. a. not endorsed by developmental psychopathologists b. the belief that development is characterized by distinct levels of analysis that do not interact c. the belief that genes determine the psychopathological outcome of a child d. the belief that different levels of analysis, such as brain structure and peer relationships, interact to shape children’s developmental outcomes Ans: D Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Comprehension Answer Location: Development Over Time Difficulty Level: Medium 33. What is believed to be true of levels of analysis according to probabilistic epigenesis? a. Genetics can influence biology and psychology, but biology and psychology cannot influence genetics. b. Biology and psychology can influence genetics, but genetics cannot influence biology and psychology. c. Genetics can influence biology and psychology and biology and psychology can influence genetics. d. Genetics can influence biology but not psychology.

Ans: C Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Comprehension Answer Location: Development Over Time Difficulty Level: Medium 34. According to a developmental psychopathology perspective, infants’ attending to language is a(n) ______ behavior. a. adaptive b. probabilistic c. universal d. maladaptive Ans: A Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Application Answer Location: Adaptive vs. Maladaptive Development Difficulty Level: Easy 35. Brandi has been barely talking when around other people. From the perspective of developmental psychopathology, which of the following is NOT necessarily true? a. This is abnormal behavior. b. We need to determine whether this behavior is adaptive to her environmental context. c. We need to know how old Brandi is. d. We need to know from what culture Brandi comes.

Ans: A Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Application Answer Location: Adaptive vs. Maladaptive Development Difficulty Level: Medium 36. Your textbook describes behavior parent training as a well-established treatment for children with ADHD. This means it has ______. a. at least one study showing treatment is helpful, but with methodological limitations b. at least two large, randomized controlled studies, conducted by independent researchers, showing treatment is better than placebo or an existing treatment c. at least two large, randomized controlled studies showing treatment is better than placebo or an existing treatment d. at least one well-designed study showing treatment is better than no treatment or several studies with methodological limitations Ans: B Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Definition Difficulty Level: Medium 37. Which of the following is the primary task of infancy, according to Erik Erikson? a. to develop the strength and dexterity to walk and babble b. to develop emotional connections with people and objects c. to establish a sense of trust in a responsive and nurturing caregiver d. to distinguish among different entities in the environment Ans: C Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Comprehension Answer Location: Developmental Pathways Difficulty Level: Medium 38. As identified in the text, in what way is development in childhood considered to be hierarchical? a. Mastery of later skills and behaviors depends on successful development of earlier ones. b. Adults guide the behaviors of adolescents, who in turn often guide the behavior of younger children. c. Infants become children, who become adolescents, who become adults. d. More advanced skills can compensate for earlier skills that have not been mastered.

Ans: A Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Comprehension Answer Location: Developmental Pathways Difficulty Level: Hard 39. Betsy was diagnosed with social anxiety disorder in childhood. If Betsy experiences homotypic continuity, which of the following is most likely to be true of her in adolescence? a. Betsy would no longer have anxiety symptoms. b. Betsy would still be diagnosed with social anxiety disorder. c. Betsy would still have anxiety, but her symptoms might change over time such that a different diagnostic label for anxiety is more appropriate. d. Betsy would be likely to meet criteria for multiple anxiety disorders.

Ans: B Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Application Answer Location: Continuity vs. Change Difficulty Level: Medium 40. Nonmaleficence can best be described by the saying ______. a. “First, do no harm.” b. “There’s a bad apple in every bin.” c. “Always see the silver lining.” d. “If at first you don’t succeed, try, try again.”

Ans: A Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Comprehension Answer Location: Importance Difficulty Level: Medium 41. Marvin has always displayed depressive symptoms and both of his parents suffer from depressive disorders. Marissa has no family history of depression and only began to show depressive symptoms

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 after the death of her father. If both Marvin and Marissa are diagnosed with the same depressive disorder, this is an example of ______. a. multifinality b. homotypic continuity c. equifinality d. individual differences Ans: C Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Application Answer Location: Continuity vs. Change Difficulty Level: Medium 42. Robbie likes to talk about trains, in all situations: whether at home, at school, at church; whether with others or by himself, Robbie likes to talk about trains. Doing so makes him happy. This tendency might best be described as ______. a. cultural deviancy b. behavioral rigidity c. statistical anomaly d. psychological distress Ans: B Learning objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Application Answer location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty level: Easy 43. Equifinality implies that if we know the disorder the child has, ______. a. we can infer the cause b. we can infer the prior diagnosis c. we can infer the duration of disturbance d. we cannot infer the causes because different people can arrive at the same diagnosis by different routes Ans: D Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Analysis Answer Location: Continuity vs. Change Difficulty Level: Medium 44. Prognosis is often difficult to specify because of ______. a. equifinality b. mutifinality c. homotypic continuity d. wariness clients have of clinicians Ans: B Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Analysis Answer Location: Continuity vs. Change Difficulty Level: Hard 45. Which of the following is true of most disorders, as described in the text? a. Most disorders show homotypic continuity. b. Most disorders show heterotypic continuity.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. Most disorders show spontaneous remission (they go away on their own after a while without treatment). d. Most disorders are subject to equifinality but not multifinality.

Ans: B Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Knowledge Answer Location: Continuity vs. Change Difficulty Level: Medium 46. Which of the following is true of risk factors? a. They are always biological. b. They ensure that the individual will develop psychopathology. c. They tend to compound (the greater number of risk factors, the greater the likelihood of a mental disorder). d. They are specific (generally, certain risk factors confer risks for particular disorders).

Ans: C Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Comprehension Answer Location: What Determines the Course of Children’s Development?

Difficulty Level: Medium 47. If we know a child has experienced child maltreatment, which of the following is NOT true? a. Individual factors make it hard to predict what the child’s outcome will be. b. Knowledge about the child’s protective factors can help form a more accurate prediction of what the child’s outcome will be. c. Multifinality makes it hard to predict what this child’s outcome will be. d. Without psychological intervention, it is almost certain the child will go on to have an abusive relationship with other children.

Ans: D Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Application Answer Location: What Determines the Course of Children’s Development?

Difficulty Level: Medium 48. What is resilience? a. the lack of risk factors b. the existence of protective factors c. the tendency to develop competence despite risk factors d. the tendency to develop competence whether risk factors are present or not Ans: C Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Comprehension Answer Location: What Determines the Course of Children’s Development?

Difficulty Level: Hard 49. The integration of the best available research with clinician’s expertise in the context of patient characteristics, culture, and preferences is known as ______. a. holistic therapy b. humanistic therapy c. evidence-based practice d. clinical judgment Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Knowledge Answer Location: Definition Difficulty Level: Easy 50. As discussed in your text, which of the following is NOT one of the primary factors considered by clinicians who adopt an evidence-based approach in their practice? a. scientific research—What methods of assessment and forms of treatment work best for a child with this disorder, according to the research literature? b. clinical expertise—What is the best way for me to assess and treat this child according to my own professional judgment and experience? c. historical perspective— What were past approaches to treating this problem and how do they apply to this case? d. patient characteristics— In what ways do the child’s age, gender, or sociocultural background or the family’s beliefs and preferences about therapy affect the treatment provided?

Ans: C Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Knowledge Answer Location: Definition Difficulty Level: Hard True/False 1. Point prevalence is the percentage of individuals with a disorder at a certain point in time, while lifetime prevalence refers to all individuals with the disorder at any point in their life.

Ans: T Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES) , and ethnicity.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Medium 2. Incidence rates cannot exceed prevalence rates for a given disorder.

Ans: T Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status(SES) , and ethnicity.

Cognitive Domain: Analysis Answer Location: Overall Prevalence Difficulty Level: Hard 3. Abnormality depends upon age, environmental context, and culture.

Ans: T Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Comprehension Answer Location: Adaptive vs. Maladaptive Development Difficulty Level: Easy 4. Ineffective interventions can harm clients and their families by undermining their trust in the therapeutic process.

Ans: T Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Importance Difficulty Level: Easy 5. If there have been 100 new cases of posttraumatic stress disorder in children in a given town this year, that number would be the point prevalence rate.

Ans: F Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status(SES) , and ethnicity.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Easy 6. Based on the best available data, 20% of youth in the United States currently suffer from a mental or behavioral disorder.

Ans: F Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status(SES) , and ethnicity.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Hard 7. One of the strengths of defining abnormality based on degree of impairment is that it takes into account the distress of those around the individual.

Ans: F Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Comprehension Answer Location: How Does DSM-5 Define a Mental Disorder?

Difficulty Level: Comprehension 8. The DSM-5 definition of mental disorder highlights how disorders are dependent on the relationships between people and do not merely exist within the diagnosed individual.

Ans: F Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Comprehension Answer Location: How Does DSM-5 Define a Mental Disorder?

Difficulty Level: Medium Essay 1. Explain Wakefield’s (1992) concept of “harmful dysfunction.”

Ans: Must have both (a) dysfunction, a failure in some internal mechanism to work in an adaptive way (the way it was naturally selected to operate) and (b) this dysfunction must cause harm (limit or threaten the person in some way).

Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Knowledge Answer Location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty Level: Medium 2. What does “probabilistic epigenesis” mean?

Ans: The interaction of genetics, brain structure and functioning, psychological development, family interactions and peer relationships, and the broader sociocultural context in which the person lives to shape children’s development.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Knowledge Answer Location: Development Over Time Difficulty Level: Medium 3. Define the concept of “resilience.”

Ans: Avoiding negative outcomes even in the presence of risk factors Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Knowledge Answer Location: What Determines the Course of Children’s Development?

Difficulty Level: Easy 4. How common is the use of psychotropic medication among youth in the United States?

Ans: 7.5% of all school-age children and adolescents are taking at least one psychotropic medication.

Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status(SES) , and ethnicity.

Cognitive Domain: Comprehension Answer Location: Use of Medication Difficulty Level: Medium 5. Explain and provide an example of equifinality.

Ans: Equifinality is a developmental pathway upon which different people can arrive at the same outcome via different initial circumstances.

Learning Objective: LO 1.3. Understand and give examples of some of the basic principles of developmental psychopathology.

Cognitive Domain: Comprehension Answer Location: Continuity vs. Change Difficulty Level: Easy 6. What are the strengths and weaknesses of defining abnormality based on the child or adolescent’s degree of impairment?

Ans: Strengths: Adequately takes into account the individual’s distress. Weaknesses: Many mental disorders do not show overt impairment in functioning.

Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Analysis Answer Location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty Level: Medium 7. How might an adolescent’s ethnicity, religion, or culture influence the likelihood that he might be diagnosed with a mental disorder or be considered “abnormal”?

Ans: “Members of minority groups living in the US have different cultural values that affect their views of children, beliefs about child rearing, and behaviors they consider problematic.”; “Recent immigrants living in the United States often encounter psychosocial stressors associated with acculturation.”; “Language and cultural differences can cause problems in assessment and diagnosis of minority youths.”; “Ethnic minorities are often underrepresented in mental health research.”

Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Analysis Answer Location: How Does Culture Affect the Identification of Childhood Disorders?

Difficulty Level: Medium 8. You are a volunteer at a residential treatment facility for children with intellectual disabilities. Over several weeks, you notice that the type of therapy practiced at the facility does not have empirical support

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 and other methods of treatment that have greater empirical support are not being used. What would you do?

Ans: Talk to clinic director; bring evidence of other treatments. Call the authorities if necessary.

Learning Objective: LO 1.4. Explain why evidence-based practice is important when treating children and families.

Cognitive Domain: Analysis Answer Location: How Can Students Help Children in an Evidence-Based Manner?

Difficulty Level: Medium 9. Your book describes how treatment rates of children’s disorders has increased by 24% in the past decade. Does this indicate that overall prevalence of disorder has increased? Why or why not?

Ans: Not necessarily. It could just be that the prevalence has stayed the same and more people are getting treated; correlation does not imply causation.

Learning Objective: LO 1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status(SES) , and ethnicity.

Cognitive Domain: Analysis Answer Location: Overall Prevalence Difficulty Level: Hard 10. What are some reasons to prevent mental disorder? Can you think of any reasons this might not be a useful goal?

Ans: Reasons to prevent include the negative effects on children and their families, the expense, the toll on caregivers, societal costs such as incarceration and rehabilitation, and special services at school.

Reasons not to treat might include perpetuating stigma and neurotypicality, eliminating diversity in individuals, particularly when there’s no or little harm, and the harms associated with incorrect treatment.

Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Analysis.

Answer location: Overall Prevalence Difficulty Level: Medium.

11. What are some of the challenges of a statistical deviancy approach to defining abnormality?

Ans: Not all infrequent behaviors are indicative of mental disorders. They may be minor, for instance.

Also, there is an inequivalence of the extremes. Someone who is extremely intelligent usually wouldn’t be considered as having a disorder.

Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Analysis.

Answer location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty Level: Medium.

12. What does it mean for a behavior to be “adaptive”? Can a disruptive behavior ever be adaptive?

Ans: An adaptive behavior allows a child to develop social, emotional, and behavioral competence over time and meet the changing demands of the environment. However, adaptive behaviors are relative to the environmental context. The age of the child must be taken into account. We can also see that sometimes problematic behavior can result in an attempt to cope with a challenging environment (the book tells the story of Xavier who runs away from home overnight and earns low grades, attempting to escape physical maltreatment from home. That’s not necessarily maladaptive considering his environment).

Learning Objective: LO 1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.

Cognitive Domain: Analysis Answer location: How Do We Identify “Abnormal” Behavior in Children?

Difficulty Level: Medium.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 2: The Causes of Childhood Disorders: A Levels of Analysis Approach Test Bank Multiple Choice 1. Which of the following best describes the point of the blind men and the elephant story in the text, as it pertains to mental disorders? a. Different perspectives on mental illness work for different disorders. b. No particular approach to understanding mental disorders is best overall. c. Using only one approach to understanding mental disorders will yield an understanding that does not reflect the disorder at all. d. Children’s disorders are complex and multiply determined; they can be most fully understood using multiple perspectives.

Ans: D Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.; LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time; LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders; LO 2.6. Analyze the way social and cultural factors can influence child development proximally and distally.

Cognitive Domain: Application Answer Location: A Levels of Analysis Approach Difficulty Level: Medium 2. Which of the following is NOT part of DNA? a. sugars b. phosphates c. pairs of bases d. histones Ans: D Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Genes, Chromosomes, and Alleles Difficulty Level: Medium 3. What is a trinucleotide? a. the combination of a base pair, deoxyribose, and a phosphate b. the combination of three amino acids c. Three genes d. three nucleotides arranged together in the ladder Ans: D Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Knowledge Answer Location: Genes, Chromosomes, and Alleles Difficulty Level: Easy 4. Which of the following is NOT true of histones?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

a. They are proteins. b. They can have genes inside them. c. They have genes wrapped around them. d. They can turn genes on and off by binding to them in particular ways.

Ans: b Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Genes, Chromosomes, and Alleles Difficulty Level: Easy 5. Autosomes ______. a. look the same in both males and females b. differ in males and females c. form 2 of the 23 pairs of chromosomes d. contain exactly half of an individual’s genetic material Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Genes, Chromosomes, and Alleles Difficulty Level: Easy 6. Mitosis ______. a. forms autosomes b. involves recombination of genetic material c. is not the most common way in which cells form d. lends genetic diversity to a population Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Genes, Chromosomes, and Alleles Difficulty Level: Medium 7. Which of the following is NOT true of the chronosystem? a. It describes how influences vary across a child’s development. b. It describes how influences have changed across generations. c. It describes how our perception of the passage of time changes as we age. d. It was considered a fifth system by Bronfenbrenner.

Ans: C Learning Objective: LO 2.6. Analyze the way social and cultural factors can influence child development proximally and distally.

Cognitive Domain: Comprehension Answer Location: What Is Bronfenbrenner’s Bioecological Systems Theory?

Difficulty: Medium 8. Which of the following best describes an allele? a. a gene b. a slight variation in a gene that can influence the development of different traits c. a malformed chromosome d. a nucleotide Ans: B Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Cognitive Domain: Knowledge Answer Location: Genes, Chromosomes, and Alleles Difficulty Level: Easy 9. Which of the following is true of genes? a. Genes determine our behavior. b. Genes determine all of our physical traits but not our behavior. c. Genes form a blueprint for the body’s creation of proteins. d. Genes form a blueprint for the body’s creation of amino acids.

Ans: C Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Genes, Chromosomes, and Alleles Difficulty Level: Medium 10. What is the logic behind family studies? a. Families share a culture and customs and hence are likely to be behaviorally similar with respect to disorders. b. Some siblings in a family have stronger emotional relationships with one another which will lead these individuals to be more similar in their development and expression of disorders. c. If the disorder is partially determined by genetics, biologically related individuals will be affected by the same psychological disorder at a higher rate. d. If the disorder is partially determined by genetics, siblings will be more likely to share the disorder than parents and their children will.

Ans: C Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Application Answer Location: Behavioral Genetics Difficulty Level: Medium 11. Distal factors on development are represented in which system of Bronfenbrenner’s model? a. exosystem b. microsystem c. mesosystem d. macrosystem Ans: D Learning Objective: LO 2.6. Analyze the way social and cultural factors can influence child development proximally and distally.

Cognitive Domain: Application Answer Location: What Is Bronfenbrenner’s Bioecological Systems Theory?

Difficulty: Medium 12. In what way is an adoption study different than a family study? a. Adoption studies better dissociate genetic and environmental effects. b. Adoption studies better investigate the changes in behavior over time. c. Adoption studies tend to have a broader number of potential participants. d. Adoption studies are more representative of the general population than family studies are.

Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Behavioral Genetics Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

13. In what ways do adoptive parents tend to differ from biological parents? a. Adoptive parents are more likely to have mental health problems. b. Adoptive parents are less likely to have high income. c. Adoptive parents are more likely to have higher educational backgrounds. d. Adoptive parents are more likely to have multiple other children.

Ans: C Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Knowledge Answer Location: Behavioral Genetics Difficulty Level: Easy 14. If we found that children were more similar to their adoptive parents than their biological parents in rule-following behavior, what could we conclude? a. Genes are irrelevant for rule-following behavior. b. Genetic factors play a larger role in rule-following behavior than environmental factors do. c. Environmental factors play a larger role in rule-following behavior than genetic factors do. d. There must be a gene for rule-following behavior.

Ans: C Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Analysis Answer Location: Behavioral Genetics Difficulty Level: Medium 15. What is the logic behind a twin study? a. If monozygotic twins, who show 100% genetic similarity, have greater behavioral concordance on a given trait than dizygotic twins do, that trait is at least partially genetically determined. b. If dizygotic twins, who show 100% genetic similarity, have greater behavioral concordance on a given trait than monozygotic twins do, that trait is at least partially genetically determined. c. If monozygotic twins, who show 100% genetic similarity, have greater behavioral concordance on a given trait than dizygotic twins do there is a gene for the trait that these twins share. d. If dizygotic twins, who show 100% genetic similarity, have greater behavioral concordance on a given trait than monozygotic twins do there is a gene for the trait that these twins share.

Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Behavioral Genetics Difficulty Level: Medium 16. Martina and Zenia are siblings who grew up in Illinois. Martina, 2 years older, loved to dance and play dress-up, while Zenia liked to bike and pick flowers. Which of the following would be considered a nonshared environmental factor for Martina and Zenia? a. growing up in Illinois b. having a sister c. having an interest in activities d. the particular activities they most enjoyed Ans: D Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Application Answer Location: Behavioral Genetics Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

17. The mesosystem ______. a. includes influences that are neither proximal nor distal b. does not include family c. refers to the connections between microsystems d. refers to changes that affect microsystems but do not impact children Ans: C Learning Objective: 2.6. Analyze the way social and cultural factors can influence child development proximally and distally.

Cognitive Domain: Comprehension Answer Location: What Is Bronfenbrenner’s Bioecological Systems Theory?

Difficulty: Hard 18. Imagine that Dr. Alvarez and Dr. Chao find that some individuals with obsessive–compulsive disorder (OCD) have a particular allele that those without OCD do not. Which of the following conclusions would be most warranted? a. that the allele is partially responsible for the disorder b. that individuals without the allele cannot have OCD c. that identical twins who both have the allele would both have OCD d. that if we could modify this allele, we could cure OCD Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Analysis Answer Location: Molecular Genetics Difficulty Level: Hard 19. How does a linkage study differ from an association study? a. A linkage study starts by examining a specific gene, while an association study starts by studying the entire genome. b. An association study starts by examining a specific gene, while a linkage study starts by studying the entire genome. c. A linkage study examines multiple individuals of different families, while an association study examines only individuals in a single family. d. An association study examines multiple individuals of different families, while a linkage study examines only individuals in a single family.

Ans: B Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Molecular Genetics Difficulty Level: Medium 20. Researchers hypothesized that a particular gene that affects the neurotransmitter dopamine was involved in schizophrenia and then identified one group of subjects with schizophrenia and another without and examined whether the two groups had different alleles for the candidate gene. This is a(n) ______. a. family study b. linkage study c. association study d. behavioral study Ans: C Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Application

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Answer Location: Molecular Genetics Difficulty Level: Medium 21. Which of the following types of studies would a behavioral geneticist NOT conduct? a. family b. adoption c. twin d. linkage Ans: D Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Knowledge Answer Location: Review of Behavioral Genetics and Molecular Genetics Difficulty Level: Easy 22. Which is true of twins? a. Monozygotic twins always share a genotype but may have different phenotypes. b. Dizygotic twins always share a genotype but may have different phenotypes. c. Monozygotic twins always share a phenotype but may have different genotypes. d. Dizygotic twins always share a phenotype but may have different genotypes.

Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: The Diathesis–Stress Model Difficulty Level: Medium 23. Which of the following is NOT one of the social systems Bronfenbrenner proposed? a. microsystem b. interosystem c. mesosystem d. exosystem Ans: B Learning Objective: LO 2.6. Analyze the way social and cultural factors can influence child development proximally and distally.

Cognitive Domain: Knowledge Answer Location: What Is Bronfenbrenner’s Bioecological Systems Theory?

Difficulty: Easy 24. Your text describes a study by Avshalom Caspi and colleagues investigating the relationship between child maltreatment and later depression. Which of the following best describes the results? a. Maltreated children were at higher risk of depression than nonmaltreated children, irrespective of genes. b. Children who had one or two short alleles of the serotonin transporter gene were likely to develop depression in adulthood, even without maltreatment. c. Children with two long alleles of the serotonin transporter gene were not likely to develop depression even if they experienced maltreatment. d. Children with two short alleles were more likely to experience maltreatment than other children.

Ans: C Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Analysis Answer Location: The Diathesis–Stress Model Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

25. The diathesis–stress model is especially helpful in explaining which of the following? a. multifinality b. equifinality c. homotypic continuity d. genetic determination Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Application Answer Location: The Diathesis–Stress Model Difficulty Level: Medium 26. The main idea of the gene–environment correlation model is ______. a. we sometimes select environments that complement our genotypes b. gene linkages mean some family environments are more similar than others c. when stressful life circumstances occur, we see the effects of our genes more than in nonstressful circumstances d. genes and environment are independent Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Gene–Environment Correlation Difficulty Level: Hard 27. Which of the following is NOT one of the three types of gene–environment correlations? a. passive b. active c. epigenetic d. evocative Ans: C Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Knowledge Answer Location: Gene–Environment Correlation Difficulty Level: Easy 28. Low-income parents may have less access to quality medical care, less access to nutritious foods, and a lack of time and other resources to take children on educational outings, such as to the zoo or a museum. This is an example of which type of gene–environment correlation for lower intelligence? a. active b. passive c. evocative d. epigenetic Ans: B Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Application Answer Location: Passive Gene–Environment Correlation Difficulty Level: Hard 29. Evocative gene–environment correlations are ______. a. those in which the child’s phenotype influences the reactions of others b. those that emphasize the role of memory in child behavior training

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

c. ways in which anecdotes about the child lead others to form hypotheses about the child’s future behavior d. the ways in which children are genetically similar to their parents Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Active Gene–Environment Correlation Difficulty Level: Medium 30. Niche-picking is most consistent with ______. a. the diathesis–stress model b. active gene–environment correlation c. passive gene–environment correlation d. evocative gene–environment correlation Ans: B Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Knowledge Answer Location: Active Gene–Environment Correlation Difficulty Level: Medium 31. Which of the following is an example of a distal factor directly influencing child development? a. Exposure to asbestos is detrimental to child development and asbestos is more commonly found in older homes, which are more likely to be lived in by low-income individuals. b. Parents arguing over childcare issues are engaged in more hostile-coercive parenting, which in turn predicts the development of children’s behavior problems. c. Parents with a genetic predisposition toward low empathy often pass this tendency on to their kids. d. The effects of parental psychotherapy on children’s behavior depends on parents’ socioeconomic status (SES).

Ans: A Learning Objective: LO 2.6. Analyze the way social and cultural factors can influence child development proximally and distally.

Cognitive Domain: Comprehension Answer Location: How Can Culture and Society Shape Children’s Development?

Difficulty: Hard 32. Which of the following is NOT true of epigenetics? a. It indicates that environmental factors can affect a person’s genotype in a way that can be inherited by the person’s children. b. It involves the histone. c. It changes the DNA sequences a person has. d. Epigenetic structures can turn genes “on” and “off.”

Ans: C Learning Objective: 2.1 Explain how genetic and epigenetic research is used to explore the causes of childhood disorders.

Cognitive Domain: Comprehension Answer Location: How Can Epigenetics Help Explain Children’s Development?

Difficulty Level: Medium 33. Which of the following environmental factors has NOT been proven to alter genetic structures through epigenetics, according to the text? a. diet b. smoking c. exposure to disease

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

d. overcrowding Ans: D Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Knowledge Answer Location: How Can Epigenetics Help Explain Children’s Development?

Difficulty Level: Easy 34. Which of the following was the first demonstration of epigenetics? a. Rats whose mothers were nurturing by licking and grooming their pups was associated with a gene that regulates stress response unwinding from a histone, allowing it to become active. This was associated with better coping with stress in adulthood and affected the way they nurtured their pups. b. Humans whose background included physical abuse were likely to have a gene that regulates stress response wind more tightly on a histone, preventing it from becoming active. This was associated with withdrawal from social interactions and with more neglectful parenting of their own children. c. Rats who were shocked the first four times they saw their mother had a gene that regulates stress response wind more tightly on a histone, preventing it from becoming active. This was associated with a lack of exploratory behavior and an overprotective relationship with their own pups. d. Mice who were raised in the absence of other mice had a gene that regulated sociability wind from a histone, allowing it to become active. This was associated with abnormal later interactions with other mice and an inability to pass on normal socialization to their own pups.

Ans: A Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Knowledge Answer Location: How Can Epigenetics Help Explain Children’s Development?

Difficulty Level: Hard 35. Recent epigenetic research in humans discussed in the text found which of the following? a. Intrusive or anxious parenting led to higher stress responses in children. This was reflected in the epigenetic structures of the children. b. Infants of depressed mothers showed different epigenetic structures than infants of nondepressed mothers, suggesting that these early caregiving experiences might affect epigenetic activity. c. Infants of neglectful parents showed epigenetic structures that suggested these early experiences did not affect epigenetic activity in children. d. No epigenetic effects have yet been found in humans.

Ans: B Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Knowledge Answer Location: How Can Epigenetics Help Explain Children’s Development?

Difficulty Level: Hard 36. Which of the following best describes the results of a recent epigenetic study of children with behavior problems (Dadds et al, 2016), as discussed in the text? a. There was no relationship between epigenetic structures and disruptive behavior problems. b. There were changes in epigenetic structures in boys with disruptive behavior problems, but not in girls with the same problems. c. Children’s levels of stress hormones and their severity of behavior problems were associated with changes in their epigenetic structure. d. Children with disruptive behavior problems who were under the age of 8 saw changes in their epigenetic structure, but children older than 8 did not.

Ans: C Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Cognitive Domain: Comprehension Answer Location: How Can Epigenetics Help Explain Children’s Development?

Difficulty Level: Hard 37. Which of the following is NOT a true way in which computed tomography (CT) differs from magnetic resonance imaging (MRI)? a. CT scanning involves taking multiple images of the brain, while MRI takes only a single 3D image. b. CT scanning involves X-rays, while MRI involves radiofrequency energy. c. CT scanning is not considered safe for children, while MRI is. d. CT scanning was developed earlier than MRI was.

Ans: A Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: How Is Neuroimaging Used to Study Childhood Disorders?

Difficulty Level: Medium 38. Which of the following is NOT a primary advantage of MRI over CT, as described in your text? a. MRI does not subject individuals to radiation. b. MRI is safe enough to be used repeatedly with healthy children. c. MRI yields clearer and more precise pictures of the brain. d. MRI scans take much less time than CT scans do.

Ans: D Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: How Is Neuroimaging Used to Study Childhood Disorders?

Difficulty Level: Medium 39. Your text describes a study (Castellanos et al., 2002) in which MRI was used to scan the brains of children with and without ADHD. Which of the following was true of this study? a. It was a functional MRI study. b. The authors compared the volumes of the motor cortices in the two groups. c. The authors found that children with ADHD showed a reduction in frontal cortex volume compared to children without ADHD. d. Researchers found no differences in the size of brain regions between the groups, lending more support for an environmental theory of the disorder.

Ans: C Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: How Is Neuroimaging Used to Study Childhood Disorders?

Difficulty Level: Hard 40. The major difference between MRI and fMRI is that ______. a. in MRI, only one picture of the brain is taken, while in fMRI multiple pictures are b. fMRI measures activity in the brain while tasks are performed, not just the structure of the brain c. fMRI uses X-rays, while MRI does not d. MRI involves oxygenated hemoglobin concentration, while fMRI involves voxels Ans: B Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: How Is Neuroimaging Used to Study Childhood Disorders?

Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

41. Your text describes a study by Dunn, Menon, and Reiss (2006) that used fMRI to measure brain response while adolescents with ADHD and those without were asked to respond differentially to different shapes on a screen. The results of this study indicated that ______. a. though performance on the task was impaired for the adolescents with ADHD, the brain responses of the two groups were indistinguishable b. performance on the task was impaired for the adolescents with ADHD, and those with ADHD showed more activity in certain brain regions, including the motor cortex, than their healthy peers c. there was no difference in performance between groups, but there was greater activity in the motor cortex in those with ADHD d. those with ADHD showed significantly less activity in certain brain areas (i.e., their parietal lobes) compared to their healthy peers Ans: D Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: How Is Neuroimaging Used to Study Childhood Disorders?

Difficulty Level: Hard 42. If neuronal communication were like a telephone communication, the ______ would be the caller. a. cell body b. axon c. dendrites d. myelin Ans: B Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Application Answer Location: 1. The brain consists of 100 billion neurons.

Difficulty Level: Medium 43. Problems with emotion regulation are associated with ______. a. ADHD b. learning disabilities c. depressive disorders d. autism spectrum disorder Ans: C Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Answer Location: Peer Acceptance and Psychopathology Cognitive Domain: Comprehension Difficulty: Medium 44. Which is true of neurotransmitters? a. They increase the negative charge of the neuron, making it more likely for the neuron to become active. b. GABA is a major excitatory neurotransmitter. c. Only excitatory neurotransmitters can be affected by psychotropic medications. d. Inhibitory neurotransmitters make it less likely that the neuron will become active.

Ans: D Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: 2. Neurons communicate with each other using chemical messengers.

Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

45. Apoptosis ______. a. is a rapid neuronal death associated with severe childhood disorders b. is death of almost 100% of previously developed neurons c. is a necessary period of rapid cell death thought to make way for more important neural connections d. occurs at about 8 months gestation Ans: C Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: 3. Brain development consists of periods of growth and periods of pruning.

Difficulty Level: Medium 46. Myelination ______. a. slows down neural activity to make it more precise b. only occurs during the teenage years c. continues at a rapid rate until age 10 d. dramatically increases in the third trimester of gestation Ans: D Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: 3. Brain development consists of periods of growth and periods of pruning.

Difficulty Level: Medium 47. Which of the following is true of synaptic pruning? a. After birth, the biggest period of synaptic pruning happens around age 10. b. It is a waste of neural connections. c. It allows the brain to process information more efficiently. d. It is always associated with psychopathology.

Ans: C Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: 3. Brain development consists of periods of growth and periods of pruning.

Difficulty Level: Easy 48. Which of the following is NOT part of the brain stem? a. medulla b. hypothalamus c. pons d. midbrain Ans: B Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: 4. The brain is built and organized from the bottom up, with lower-order regions developing first.

Difficulty Level: Easy 49. The brainstem is responsible for ______. a. balance b. concentration c. anxiety d. basic metabolic functions

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Ans: D Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: 4. The brain is built and organized from the bottom up, with lower-order regions developing first.

Difficulty Level: Easy 50. Which of the following regions of the brain develops first? a. brainstem b. cerebellum c. basal ganglia d. limbic system Ans: A Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: 4. The brain is built and organized from the bottom up, with lower-order regions developing first.

Difficulty Level: Easy 51. Which of the following is NOT true of the cerebellum? a. It is responsible for balance. b. It is thought to play a role in neural gracefulness and efficiency. c. It develops rapidly between the ages of 3 and 5. d. It is located near the back of the brain.

Ans: C Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: 4. The brain is built and organized from the bottom up, with lower-order regions developing first.

Difficulty Level: Medium 52. Which of the following is NOT a function of the basal ganglia? a. movement control b. regulating sleep and alertness c. filtering incoming information from the senses and relaying it for processing to other brain regions d. attention and emotion Ans: B Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: 4. The brain is built and organized from the bottom up, with lower-order regions developing first.

Difficulty Level: Medium 53. In what ways are the amygdala and hippocampus different? a. only the amygdala is part of the limbic system b. only the amygdala plays a role in emotional processing c. only the amygdala is located deep inside the brain d. only the hippocampus plays a role in the formation of emotion-laden memories.

Ans: D Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Cognitive Domain: Comprehension Answer Location: 4. The brain is built and organized from the bottom up, with lower-order regions developing first.

Difficulty Level: Hard 54. Which part of the brain discussed in your text most aids in our understanding of fear? a. basal ganglia b. cerebellum c. hippocampus d. amygdala Ans: D Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: 4. The brain is built and organized from the bottom up, with lower-order regions developing first.

Difficulty Level: Easy 55. Which of the following lobes of the brain is INCORRECTLY paired with its function? a. occipital lobe; vision b. temporal lobe; hearing, language c. parietal lobe; expression and regulation of emotion d. frontal lobe; problem-solving and memory Ans: C Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: 5. Higher-order brain regions take longer to develop; they are sometimes not mature until adulthood.

Difficulty Level: Medium 56. If you patted the top of a brain, which lobe would you touch? a. parietal b. temporal c. frontal d. occipital Ans: A Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: 5. Higher-order brain regions take longer to develop; they are sometimes not mature until adulthood.

Difficulty: Easy 57. Which of the following is NOT one of the functions of the prefrontal cortex? a. planning b. remembering c. organizing d. prioritizing activity Ans: B Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: 5. Higher-order brain regions take longer to develop; they are sometimes not mature until adulthood.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Difficulty: Hard 58. Canalization refers to ______. a. the interaction of genes and environment in brain development b. the importance of the embryonic environment in development c. the migration of neurons form the center of the brain during development d. the importance of genes over experience in embryonic development Ans: D Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: How Can Experience Affect Brain Development?

Difficulty: Medium 59. As described in your textbook, which of the following deficits that would influence interpersonal relationships is INCORRECTLY paired with the disorder in which it can occur? a. The ability to imitate others’ actions may be impaired in children with learning disorders. b. The ability to empathize with others may be impaired in children with ASD. c. The ability to regulate their own behavior may be impaired in children with ADHD. d. Basic social communication skills may be impaired in children with OCD. Ans: D Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Answer Location: Peer Acceptance and Psychopathology Cognitive Domain: Comprehension Difficulty: Medium 60. The brain’s capacity to change its structure and/or functioning in response to environmental experiences is called ______. a. canalization b. apotosis c. plasticity d. sensitive period Ans: C Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: How Can Experience Affect Brain Development?

Difficulty: Easy 61. What is the difference between brain development being experience-expectant versus being experience-dependent? a. Experience-expectant refers mostly to infancy and early life while experience-dependent refers mostly to late life. b. Experience-dependent refers mostly to infancy and early life while experience-expectant refers mostly to late life c. Experience-expectant refers to sensory experiences whereas experience-dependent refers to motor experiences d. Experience-dependent refers to sensory experiences whereas experience-expectant refers to motor experiences Ans: A Learning Objective: LO 2.2 Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: How Can Experience Affect Brain Development?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Difficulty: Hard 62. Which of the following do the results of hemispherectomy (the removal of the parietal lobe of one hemisphere) support? a. biological influences on brain development b. the scope of neural plasticity c. the sensitive period for language and motor development d. the inflexibility of most brain functions Ans: B Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Application Answer Location: How Can Experience Affect Brain Development?

Difficulty: Hard 63. Which of the following is NOT a fundamental ability upon which young children’s friendships are based? a. imitating others’ actions b. having basic competence with language c. understanding the self as an autonomous agent d. understanding cause-and-effect relationships Ans: C Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Answer Location: Peer Acceptance and Psychopathology Cognitive Domain: Comprehension Difficulty: Hard 64. Which of the following examples of synaptogenesis was NOT discussed in the text? a. Rats living in enriched living environments show differences in brain structure and functioning compared to rats in typical cages. b. Humans who receive extensive training in Braille show increases in the size of brain regions responsible for processing the sense of touch. c. Humans who are pastry chefs can distinguish more sweet flavors than other kinds of chefs can. d. Skilled musicians show a reorganization of brain regions responsible for controlling the finger positions of their instruments.

Ans: C Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Knowledge Answer Location: How Can Experience Affect Brain Development?

Difficulty: Hard 65. Which of the following is NOT one of the three principal ways in which learning occurs, according to learning theory? a. through classical conditioning b. through operant conditioning c. through social imitation or modeling d. through studying Ans: D Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Knowledge Answer Location: How Is Classical Conditioning Important to Understanding Childhood Disorders?

Difficulty: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

66. The primary shift toward intimate romantic relationships entails ______. a. developing vulnerability b. developing love c. viewing partners as autonomous and with intrinsic worth d. viewing rejection as a part of relationships Ans: C Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Comprehension Answer Location: Interpersonal Theory Difficulty: Medium 67. Yesenia was listening to the Beatles on her phone while walking home from school when a rabbit darted out into the street and was hit by a car. The rabbit flew through the air and landed right in front of her, where it died. After this, Yesenia can no longer hear the Beatles without bursting into tears and visibly shaking. Which of the following best describes the onset of Yesenia’s problem? a. The Beatles were the unconditioned stimulus and seeing the rabbit die was the conditioned stimulus. b. The Beatles were the conditioned stimulus and seeing the rabbit die was the unconditioned stimulus. c. The Beatles were the conditioned response and seeing the rabbit die was the unconditioned response. d. Bursting into tears and visibly shaking is the conditioned response and seeing the rabbit die was the conditioned stimulus.

Ans: B Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer Location: How Is Classical Conditioning Important to Understanding Childhood Disorders?

Difficulty: Medium 68. Huynh has an intense fear of flying. If his therapist were to use flooding, ______. a. he might have Huynh take a cross-country flight, likely with the therapist along b. he might first show Huynh a picture of an airplane, then take him to the airport to watch planes taking off, then sit inside a nonmoving airplane c. he might put Huynh’s favorite foods and people on an airplane d. he might tell Huynh to think about as many things other than airplanes as possible Ans: A Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer Location: How Is Classical Conditioning Important to Understanding Childhood Disorders?

Difficulty: Medium 69. Which of the following is true of flooding? a. It is usually more effective than graded exposure. b. It is usually more rapid than graded exposure. c. It is more commonly used with kids than graded exposure is. d. It typically elicits less distress than graded exposure does.

Ans: B Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer Location: How Is Classical Conditioning Important to Understanding Childhood Disorders?

Difficulty: Medium 70. When do intimate relationships first develop? a. 2–4 years

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

b. 4–6 years c. 6–9 years d. 9-12 years Ans: C Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Knowledge Answer Location: Interpersonal Theory Difficulty: Medium 71. There is a theory that children sometimes act out to gain attention. Under this theory, if parents scold children when they act out, children will do so more often. In this case, the scolding is ______. a. positively reinforcing b. negatively reinforcing c. positively punishing d. negatively punishing Ans: A Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer Location: How Is Operant Conditioning Important to Understanding Childhood Disorders?

Difficulty: Medium 72. Which of the following is the best example of negative reinforcement? a. a parent praising a child for her excellent sharing behavior b. a parent scolding a child for her excellent sharing behavior c. a parent telling a child that because she shared so nicely, she doesn’t have to wash the dishes that night d. a parent telling a child that because she shared so nicely, she gets to wash the dishes that night Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer Location: How Is Operant Conditioning Important to Understanding Childhood Disorders?

Difficulty: Medium 73. Andrea spits her food out all over the floor. Andrea’s mother asks Andrea to pick it up. But instead, Andrea runs away to play with her dolls. Which of the following would be an example of negative reinforcement in this case? a. Mom says, “your dolls wouldn’t leave food on the floor!” b. The mom, exasperated, cleans the floor herself. c. The mom takes away the dolls because Andrea didn’t listen. d. The mom says in a threatening manner, “I’ll tell your dad about this when he gets home.”

Ans: B Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer Location: How Is Operant Conditioning Important to Understanding Childhood Disorders?

Difficulty: Medium 74. Which is true of punishment? a. It tends to be more effective than reinforcement. b. It is preferred by clinicians to correct a child’s behavior problems. c. It can be used therapeutically in some instances. d. It is never recommended by therapists.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer Location: How Is Operant Conditioning Important to Understanding Childhood Disorders?

Difficulty: Medium 75. Which of the following is NOT true of modeling? a. It is a primary mechanism of behavior acquisition. b. It is especially likely to result in learning when the model is reinforced. c. It is especially likely to result in learning if the model is similar in age to the observing child. d. It is especially likely to result in learning if the model is a boy, irrespective of the gender of the observing child.

Ans: D Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer Location: How Is Social Learning Important to Understanding Childhood Disorders?

Difficulty: Hard 76. Which of the following is NOT true of Piaget’s theory of cognitive development? a. It holds that there are five stages of cognitive development. b. The stages are in a fixed order. c. The stages increase in complexity. d. Not all individuals reach the final stage.

Ans: A Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer Location: How Does Cognition Change Across Development?

Difficulty: Medium 77. Object permanence is associated with which of Piaget’s stages? a. sensorimotor b. preoperational c. concrete operations d. formal operations Ans: A Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Knowledge Answer Location: How Does Cognition Change Across Development?

Difficulty: Easy 78. Which of the following is INCORRECTLY paired with the stage in which it occurs? a. object permanence; sensorimotor b. theory of mind; preoperational c. egocentrism; concrete operations d. logical/deductive reasoning; formal operations Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer location: How Does Cognition Change Across Development?

Difficulty: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

79. Which of the following is true of conservation? a. It is acquired during formal operations. b. It concerns the world of abstraction and ideas. c. It refers to the idea that though objects may change in appearance, their amount or quantity remains constant. d. It cannot be acquired before age 7.

Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer location: How Does Cognition Change Across Development?

Difficulty: Easy 80. Which of the following is the best example of how social information processing can influence psychological disorders? a. A child is bullied and stops interacting with his bullies. b. A child is bullied and begins to bully others. c. A child is bullied and believes that others have aggressive intentions toward him as well. d. A child is bullied and believes himself to be worthy of the bullying.

Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer location: How Does Cognition Change Across Development?

Difficulty: Hard 81. Which of the following is NOT one of the first emotions to be displayed by infants? a. distress b. pleasure c. jealousy d. anger Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Knowledge Answer location: How Do Children’s Emotion-Regulation Skills Change Across Development?

Difficulty: Easy 82. Which of the following is NOT true of empathy? a. It develops between ages 3 and 5. b. It is typically impaired in kids with autism spectrum disorder. c. It cannot be developed until language is sufficiently developed. d. It is dependent on the ability to attend to others’ emotional expressions.

Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer location: How Do Children’s Emotion-Regulation Skills Change Across Development?

Difficulty: Medium 83. Which of the following disorders was NOT described in the textbook as involving emotion-regulation problems? a. learning disabilities b. DMDD

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

c. eating disorders d. self-injurious behaviors Ans: A Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer location: How Do Children’s Emotion-Regulation Skills Change Across Development?

Difficulty: Medium 84. Which of the following is true of temperament? a. It changes from childhood to adulthood. b. It is only stable in one-on-one situations. c. It is believed to be largely innate. d. It can be entirely changed by experience.

Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer location: How Do Children’s Emotion-Regulation Skills Change Across Development?

Difficulty: Medium 85. Which of the following is NOT a dimension of temperament as identified by Chess, Thomas, and Birch (1965)? a. the infant’s response to familiar people and situations b. the regularity of the infant’s eating, sleeping, and daily schedules c. the infant’s intensity of responses to new stimuli d. the infant’s attention span Ans: A Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Knowledge Answer location: What Is Temperament?

Difficulty: Hard 86. Susanna, age 14 months, has had trouble establishing a regular routine. When things don’t go according to plan, Susanna becomes very upset. Which of the following temperaments is Susanna exhibiting? a. insecure b. easy c. slow-to-warm-up d. difficult Ans: D Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer location: What Is Temperament?

Difficulty: Easy 87. According to Sullivan, what is the hallmark of satisfying interpersonal relationships? a. shared interests b. shared experiences c. intimacy d. empathy Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Knowledge Answer Location: Interpersonal Theory Difficulty: Medium 88. Jerome Kagan studied emotional reactivity in infants. His findings showed ______. a. Infants with higher emotional reactivity seemed stunned and barely moved when presented with a novel stimulus such as a mobile. b. High-reactive infants at age 4 months often displayed aggression at 14 months or 21 months when faced with a novel situation. c. Parenting interventions between 4 months and 14 months transformed the reactivity of certain subjects. d. Emotional reactivity was stable from 4 to 21 months.

Ans: D Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer Location: What Is Temperament?

Difficulty: Hard 89. Which of the following best describes the findings of Nathan Fox’s longitudinal study of the relationship between temperament and psychological disorders? a. Temperament determined risk for psychopathology. b. Inhibited children universally established smaller peer networks than did uninhibited children. c. Inhibited children who established supportive peer networks did not show increased anxiety. d. All inhibited children showed increased anxiety in adolescence, even those with supportive peer networks, indicating the primacy of temperament in the development of psychological disorders.

Ans: C Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer Location: What Is Temperament?

Difficulty: Hard 90. The affective bond between parent and child that serves to protect and reassure the child in times of danger or uncertainty is known as ______. a. temperament b. attachment c. association d. relatedness Ans: B Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Knowledge Answer Location: Parent–Child Attachment Difficulty: Easy 91: Which of the following is NOT one of the three basic functions of the parent–child attachment relationship? a. to promote modeling of basic motoric functions b. to protect the young child from danger c. to provide pairs of people with an avenue for sharing positive emotional experiences d. to help the infant learn how to regulate negative emotions and behaviors Ans: A

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Knowledge Answer Location: Parent–Child Attachment Difficulty: Easy 92. Which is true of secure attachment? a. It is developed largely between the years of 3 and 5. b. It can be guaranteed when parents provide sensitive and responsive care to their children. c. Children with secure attachment come to view themselves as worthy of receiving sensitive and responsive care from others. d. Children with secure attachment become overly attached to their parents and find it difficult to assert their independence in adulthood.

Ans: C Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Comprehension Answer Location: Parent–Child Attachment Difficulty: Medium 93. What is the strange situation designed to test? a. emotion reactivity b. attachment c. temperament d. internal working models Ans: B Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Knowledge Answer Location: Parent–Child Attachment Difficulty: Easy 94. Which is true of secure attachment in the strange situation? a. It is the most common attachment relationship. b. Securely attached children do not show distress when separated from the parent. c. Securely attached children play alone when their parents return. d. The strange situation often produces extreme distress in securely attached parents.

Ans: A Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Comprehension Answer Location: Parent–Child Attachment Difficulty: Medium 95. Defiance and aggression in adulthood are associated with ______. a. uninvolved parenting b. indulgent parenting c. hostile/coercive parenting d. authoritarian parenting Ans: C Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Comprehension Answer Location: Parenting Behavior Difficulty: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

96. Which attachment style is associated with histories of neglect? a. secure b. insecure–avoidant c. insecure–ambivalent d. insecure–disorganized/disoriented Ans: D Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Comprehension Answer Location: Parent–Child Attachment Difficulty: Medium 97. The results of the Minnesota Longitudinal Study indicate that ______. a. securely attached infants show benefits in early childhood with respect to being cooperative and empathic, but these benefits disappear by the preschool years b. infants with insecure–ambivalent attachment were more likely to become insulated or hostile to others c. infants with insecure–disorganized/disoriented attachment were at greatest risk for behavior problems in childhood d. infants with insecure–avoidant attachment were at greatest risk for behavior problems in childhood but infants with insecure–ambivalent attachment were at greatest risk for behavior problems in adolescence Ans: C Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Comprehension Answer Location: Parent–Child Attachment Difficulty: Hard 98. The degree to which parents display warmth and acceptance toward their children, orient their behavior to meet their children’s needs in a sensitive and responsive fashion, and engage their children through shared activities and positive emotions is referred to as ______. a. parental responsiveness b. parental demandingness c. secure attachment d. goodness-of-fit Ans: A Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Knowledge Answer Location: Parenting Behavior Difficulty: Easy 99. Authoritative parents are ______. a. responsive and demanding b. responsive and not demanding c. not responsive but demanding d. not responsive and not demanding Ans: A Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Knowledge Answer Location: Parenting Behavior Difficulty: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

100. Marjorie and John believe their children need to follow the rules they set. For instance, there is never more than 30 minutes of screen time and the children are never excused from the dinner table until they eat their vegetables. Marjorie and John attend all their children’s sporting events and even many practices and chaperone all their dates. Their biggest goal is to make sure their children become responsible, and so Marjorie and John don’t tolerate excuses or negotiation about doing chores. Marjorie and John can best be described as ______ parents. a. authoritative b. authoritarian c. indulgent d. uninvolved Ans: B Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Application Answer Location: Parenting Behavior Difficulty: Medium 101. With respect to academic performance, ______ parenting has shown the best outcomes; with respect to social skills and emotional competence, ______ parenting has shown the best outcomes. a. authoritative; authoritarian b. authoritarian; authoritative c. authoritarian; indulgent d. authoritative; indulgent Ans: B Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Comprehension Answer Location: Parenting Behavior Difficulty: Medium

True/False 1. According to your text, many genetic disorders arise when problems occur during mitosis.

Ans: F Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Comprehension Answer Location: Genes, Chromosomes, and Alleles Difficulty Level: Medium 2. A chief limitation of family studies is that they confound genetic and environmental factors.

Ans: T Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders. Cognitive Domain: Comprehension Answer Location: Behavioral Genetics Difficulty Level: Medium 3. One primary weakness of adoption studies is that the population of biological parents who place their children for adoption and the population of adoptive parents differ substantially from each other and from the general population.

Ans: T Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders. Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Answer Location: Behavioral Genetics Difficulty Level: Easy 4. Pruning of the temporal lobe is thought to underlie adolescents’ selective memory for positive events.

Ans: F Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: 5. Higher-order brain regions take longer to develop; they are sometimes not mature until adulthood.

Difficulty Level: Hard 5. The relationship between brain maturation and behavior is bidirectional.

Ans: T Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: How Can Experience Affect Brain Development?

Difficulty Level: Medium 6. Temperament can be modulated by parents, something referred to as goodness-of-fit.

Ans: T Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer Location: What Is Temperament?

Difficulty Level: Medium 7. Attachment style is fixed and cannot change from infancy to childhood.

Ans: F Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Comprehension Answer Location: Parent–Child Attachment Difficulty Level: Medium

Essay 1. If twins separated at birth have low concordance for tantrumming behaviors, what can we conclude?

Ans: Tantrumming behaviors are largely environmentally influenced.

Learning Objective: LO 2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.

Cognitive Domain: Analysis Answer Location: Behavioral Genetics Difficulty Level: Medium 2. What are executive functions and why are they called this?

Ans: Executive functions are things like planning, organizing, and prioritizing activity to meet long-term goals. The executive areas of the brain direct our attention and activities to achieve long-term goals, similar to how an executive of a company makes decisions, allocates resources, and delegates.

Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Answer Location: How Does the Brain Change Across Childhood Difficulty Level: Medium 3. What is the difference between brain development being experience-expectant versus experiencedependent?

Ans: Experience-dependent means that environmental experiences in later life can actually lead to the formation of new neural connections, or changes in the brain’s organization and structure. Experienceexpectant describes the original formation of a brain region is dependent on information received from the environment.

Learning Objective: LO 2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.

Cognitive Domain: Comprehension Answer Location: How Can Experience Affect Brain Development?

Difficulty Level: Medium 4. In what ways might classical conditioning result in a disorder?

Ans: Being bitten by a dog might classically condition an individual to fear dogs (the dog is the conditioned stimulus). Having a panic attack in a certain situation may make that situation the conditioned stimulus and cause another panic attack to result from being in similar situations. (Other examples possible).

Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer Location: How Is Classical Conditioning Important to Understanding Childhood Disorders?

Difficulty Level: Medium 5. What is the difference between classical conditioning and operant conditioning?

Ans: In classical conditioning, individuals associate two stimuli together in time. Operant conditioning involves associating a behavior with a consequence in the environment (with favorable consequences making it more likely the behavior will be repeated and unfavorable consequences making it less likely the behavior will be repeated).

Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Comprehension Answer Location: How Is Operant Conditioning Important to Understanding Childhood Disorders?

Difficulty Level: Medium 6. Provide an example of how punishment can be used therapeutically.

Ans: For instance, in treating bed wetting (enuresis), positive punishment (clean bed training) can be used. Time out is a useful form of negative punishment for disruptive preschoolers. (Best for them to explain how these techniques are punishment because they are designed to decrease the likelihood of the behavior occurring in the future.)

Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Cognitive Domain: Application Answer Location: How Is Operant Conditioning Important to Understanding Childhood Disorders?

Difficulty Level: Medium 7. Provide an example of modeling in the home that may contribute to the development of psychological problems.

Ans: Modeling aggressive coping strategies instead of problem-solving and other coping behaviors may contribute to externalizing disorders; modeling disordered substance use may normalize it and lead to similar problems in children (many other possible examples).

Learning Objective: LO 2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Cognitive Domain: Application Answer Location: How Is Social Learning Important to Understanding Childhood Disorders?

Difficulty Level: Easy 8. How might schemas perpetuate disorders?

Ans: The child might have a schema that others are friendly, leading to sociability, or a schema that others are out to get them, leading to avoidance of others, or aggressive reactions toward them. This might limit the social network and provide less support to overcome mental illness.

Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Application Answer Location: How Does Cognition Change Across Development?

Difficulty Level: Medium 9. Why are young children’s relationships low in intimacy?

Ans: Early relationships are between two people of unequal standing, or two equals who don’t have emotional closeness. Children don’t have the necessary skills, such as delay of gratification, to learn to have more intimate relationships.

Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Analysis Answer Location: Interpersonal Theory Difficulty Level: Medium 10. In what ways is regulating one’s emotional expression important to developing interpersonal relationships?

Ans: Displaying positive emotions and empathy is of value in relationships. Remaining calm and negotiating when disagreements occur can maintain relationships, for example.

Learning Objective: LO 2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.

Cognitive Domain: Analysis Answer Location: Peer Acceptance and Psychopathology Difficulty: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 3: Assessment and Diagnosis Test Bank Multiple Choice 1. Which of the following is NOT one of the primary activities of mental health practitioners? a. research b. assessment c. diagnosis d. treatment Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Knowledge Answer Location: Psychological Assessment Difficulty Level: Medium 2. Which of the following is the best example of a multimethod assessment? a. A psychologist asks a parent and a teacher to complete a rating scale about a child’s behavior. b. A psychologist observes a child at school and then asks a teacher to complete a rating scale about the child’s behavior at home. c. A psychologist gathers data from parents about the child’s behavior at home, at school, and at home on the weekend. d. A psychologist uses self-report questionnaires from parents, teachers, and the child to assess the child’s mood.

Ans: B Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: Principles Difficulty Level: Medium 3. Which of the following is NOT a primary purpose of assessment? a. to gather data for future studies of disorders b. to screen children for possible problems c. to reach a diagnosis d. to plan treatment Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Purpose Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 4. Mikhail is deliberately lying about other children and tearing up their work in the classroom. He has been repeatedly sent to the principal and his teacher is concerned about the effects of the disruptive behavior on the other students in the class. Which of the following would be the primary reason for assessment in Mikhail’s case? a. to screen him for a disorder b. to reach a diagnosis c. to plan treatment d. to remove him from the situation entirely and permanently Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: Purpose Difficulty Level: Medium 5. Which of the following is NOT one of Jerome Sattler’s four components of psychological assessment? a. diagnostic interviews b. projective tests c. behavioral observations d. informal data gathering Ans: B Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Knowledge Answer Location: Principles Difficulty Level: Easy 6. Why is multimethod assessment important? a. It helps the clinician obtain a more complete picture of children’s functioning. b. It compensates for invalid norm-referenced tests. c. It allows clinicians to skip certain methods. d. It allows clinicians to avoid conducting interviews.

Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Principles Difficulty Level: Medium 7. Wonje is suspected of having ADHD. Wonje’s clinician wants to be sure to interview Wonje’s parents, teachers, coaches, and Wonje himself to better understand Wonje’s behavior in different situations. This is referred to as ______. a. behavioral observation b. multi-informant assessment c. informal data gathering d. multimethod assessment Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Application Answer Location: Principles Difficulty Level: Medium 8. Which of the following is true about reports of child behavior? a. Different sources tend to have highly correlating reports of behavior, so typically only one source is necessary. b. Children tend to report lower levels of psychological problems and behavioral symptoms than parents and teachers, across all disorders. c. Children tend to overreport anxiety and mood problems, compared to teachers and parents, but teachers and parents tend to overreport disruptive behavior problems, compared to children. d. Teachers and parents tend to overreport anxiety and depressive symptoms compared to children, and children tend to overreport disruptive behavior problems, compared to teachers and parents.

Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Principles Difficulty Level: Hard 9. Whereas DSM-5 diagnosis is based largely on ______, the proposed Research Domain Criteria classification system is to be based on ______. a. antecedents; consequences b. signs and symptoms; underlying causes c. underlying causes; treatment outcomes d. distress; impairment Ans: B Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders. Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Comprehension Answer Location: Research Domain Criteria Difficulty Level: Hard 10. Which of the following is true of a clinical interview? a. It always takes multiple sessions to complete. b. It usually involves the child and his or her parents and sometimes other individuals knowledgeable about the child’s functioning. c. It always occurs during the first session. d. If parents and children are both interviewed, they are always interviewed separately.

Ans: B Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Comprehension Answer Location: What is a Diagnostic Interview and Mental Status Exam?

Difficulty Level: Hard 11. What is the goal of the Research Domain Criteria initiative?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. to construct more accurate diagnostic criteria for the next edition of the DSM b. to utilize psychotherapy (talking cures) to better address the treatment of the disorders in the DSM-5 c. to use genetic and biomedical research to identify the underlying causes of disorders in order to provide more effective treatments d. to provide the most complete understanding of the prevalence of each disorder in the United States and abroad Ans: C Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders. Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Comprehension Answer Location: Research Domain Criteria Difficulty Level: Medium 12. Which of the following does the mental status exam NOT assess? a. muscle tone b. appearance and actions c. emotion d. cognition Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Knowledge Answer Location: What Is a Diagnostic Interview and Mental Status Exam?

Difficulty Level: Medium 13. Which of the following is NOT true of stigma of mental illness? a. It can lead to self-fulfilling prophecies. b. It can cause a sense of shame or degradation that decreases self-esteem and lowers self-worth. c. It has been shown to increase the likelihood that families will seek psychological services so they can have excuses for their children’s poor behavior. d. It can be exacerbated by the way the media covers those with mental illness.

Ans: C Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Comprehension Answer Location: Potential Limitations Difficulty Level: Medium 14. Billy has seen a psychologist, and during his mental status exam, he seems quite cheery. He even laughs repeatedly when talking about how he’s been living in a shelter and sometimes doesn’t have enough to eat. Which of the following is likely true of Billy? a. A mental status exam would likely determine that Billy has no psychological disturbances. b. Billy seems to be displaying inappropriate affect, which would be seen in the cognition aspect of the mental status exam. c. Billy seems to be displaying inappropriate mood, which would be seen in the emotions aspect of the mental status exam. d. Billy seems to be displaying inappropriate affect, which would be seen in the emotions aspect of the mental status exam.

Ans: D Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Application Answer Location: What Is a Diagnostic Interview and Mental Status Exam?

Difficulty Level: Medium 15. A child who jumps from one idea to another, seemingly unconnected, idea when speaking would most likely be having challenges with thought ______, assessed in the ______ section of the mental status exam. a. content; appearance and actions b. process; appearance and actions c. content; cognition d. process; cognition Ans: D Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: What Is a Diagnostic Interview and Mental Status Exam?

Difficulty Level: Medium 16. Malik is a linebacker on his high school football team. He just took a hard hit. Lying on the ground, when he opens his eyes, one of the first questions his coach asks him is, “Do you know where you are?”

The coach is trying to assess Malik’s ______. a. appearance and actions b. thought content c. orientation d. emotion Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: What Is a Diagnostic Interview and Mental Status Exam?

Difficulty Level: Medium 17. Which of the following examples displays insight but not judgment, with respect to the cognition portion of the mental status exam? a. Billie agrees that her purging after meals is a problem but doesn’t believe it’s a very big problem. b. Natasha doesn’t agree with her parents that her cannabis use is a problem, though she does agree not to use it in their house. c. Antonio’s biggest wish is that he wouldn’t feel compelled to wash his hands so frequently, and he’d do anything to stop but doesn’t know how. d. Martin wishes everyone would stop talking about him and let him be alone with his thoughts.

Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: What Is a Diagnostic Interview and Mental Status Exam?

Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

18. Which of the following is NOT true of clinically significant impairment? a. It is required for diagnosis of almost every disorder in the DSM-5. b. It is considered by some to be a vague term. c. Clinically significant impairment is the kind of impairment that a clinician considers severe enough to need treatment. d. It is synonymous with impairment in work functioning.

Ans: D Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents. Cognitive Domain: Comprehension Answer Location: Potential Limitations Difficulty Level: Medium 19. Which is true of behavioral observation? a. It is not necessary if there are parental reports of the child’s behavior. b. It can be fully assessed by informally observing the child’s behavior in the clinic. c. The clinician can observe analog tasks to mimic the situations in which children engage in daily life. d. Naturalistic observations are most commonly used by clinicians who work in hospitals.

Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Observation Methods Difficulty Level: Medium 20. A therapist asks a mother and child to work on a puzzle together in the clinic playroom and watches their interaction when they discover that there’s a piece missing. This might be considered ______. a. informal data gathering b. a naturalistic observation c. an analog task d. mental status exam Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: Observation Methods Difficulty Level: Medium 21. To be diagnosed with ADHD, one must meet a minimum of six symptoms of inattention or hyperactivity–impulsivity. Jordan has five symptoms of hyperactivity–impulsivity. Which of the following is true? a. Jordan must not need support services at school, otherwise he would be diagnosable. b. The diagnosis of ADHD categorically excludes Jordan from a diagnosis. c. Because Jordan doesn’t meet full criteria for ADHD, he is very unlikely to experience significant distress and impairment. d. Jordan likely differs appreciably from children who fully meet diagnostic criteria.

Ans: B Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Evaluate the benefits and limitations of diagnosing children and adolescents. Cognitive Domain: Application Answer Location: Potential Limitations Difficulty Level: Medium 22. Mimi has anorexia nervosa, an eating disorder. In therapy, Mimi confides in her therapist that she cannot get better now because her parents work together to help her get well; and when she is better, she worries they’ll divorce (they were on the brink of divorce before her relapse). Which of the following potential limitations of diagnosis does this illustrate? a. The DSM-5 does not adequately reflect the individual’s environmental context. b. The DSM-5 makes somewhat arbitrary distinctions between normality and abnormality. c. The DSM-5 diagnostic criteria are subjective and value-laden. d. The DSM-5 diagnosis can perpetuate stigma.

Ans: A Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Application Answer Location: Potential Limitations Difficulty Level: Medium 23. A father is complaining that his daughter is “acting out.” After discussion, the therapist defines acting out as the production of temper outbursts, including verbal and physical aggressive acts such as highvolume shouting and punching or kicking. Which of the following is NOT true? a. Acting out is a vague term. b. The therapist has operationally defined acting out. c. The clearer definition of acting out could allow the clinician to perform a functional analysis of the behavior. d. The punching or kicking is the consequence.

Ans: D Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: Functional Analysis Difficulty Level: Medium 24. A clinician observes a mother–child dyad in an analog task. In a playroom, the mother is advised to switch from playing with one toy to playing with another every 5 minutes. The therapist notices that when the mother does not give clear warning of the switch, her child tantrums. When he tantrums, the mother soothes him by returning to the original toy. Which is the following is NOT true? a. The clinician may be performing a functional analysis. b. The failure to provide time for the child to process the transition may be the antecedent. c. The tantrum is the consequence. d. The mother’s response to the tantrum is reinforcing.

Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: Functional Analysis Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 25. Intelligence ______. a. is innate b. involves both abstract thinking and knowledge c. has been defined in the same ways for over 200 years d. cannot be reliably measured in children Ans: B Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Intelligence Difficulty Level: Medium 26. Which of the following is NOT an index on the WISC-V? a. abstract reasoning b. working memory c. fluid reasoning d. processing speed Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Knowledge Answer Location: Intelligence Difficulty Level: Easy 27. Which of the following is NOT a potential benefit of diagnosis in children? a. prediction b. planning treatment c. focusing on individuals d. facilitating scientific discovery Ans: C Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Knowledge Answer Location: Possible Benefits Difficulty Level: Medium 28. Which of the following is NOT true about IQ? a. It is normally distributed. b. Its standard deviation is 15. c. About 2.2% of people have scores below 70. d. A score of 130 is considered average.

Ans: D Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Intelligence Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

29. What is the distinction between an intelligence test and an achievement test? a. There is no difference; they are two terms for the same thing. b. An intelligence test measures verbal comprehension, while an achievement test never does. c. An intelligence tests measures what a person already knows, while an achievement test measures the highest level of learning they could achieve. d. An intelligence test measures a person’s capacity to learn, while an achievement test measures what a person has already learned and retained.

Ans: D Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Comprehension Answer Location: Academic Achievement Difficulty Level: Medium 30. The Woodcock-Johnson (WJ-IV) ______. a. is an intelligence test b. measures working memory and processing speed explicitly c. can be used to contribute toward a diagnosis of learning disorders d. has a subsection for understanding science Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Academic Achievement Difficulty Level: Medium 31. Which is true of scoring on the standard achievement test, the Woodcock-Johnson? a. The scoring on each of the three achievement domains has a mean of 50. b. A score 1 standard deviation below the mean indicates a specific learning disability. c. A score 1.5 standard deviations below the mean might indicate a specific learning disability. d. The three achievement domains are highly correlated, such that it is almost impossible for someone to receive a substantially lower score in one domain than the others.

Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Academic Achievement Difficulty Level: Hard 32. Diagnosis can be useful because it helps clinicians describe the child’s condition simply. This is known as ______. a. clinical communication b. parsimony c. prediction d. testimony Ans: B Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Knowledge Answer Location: Possible Benefits Difficulty Level: Easy 33. Which of the following is NOT one of the three domains assessed on the MMPI-AdolescentRestructured Form (MMPI-A-RF)? a. emotional/internalizing dysfunction b. interpersonal dysfunction c. behavioral/externalizing dysfunction d. thought dysfunction Ans: B Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Knowledge Answer Location: Personality Testing Difficulty Level: Easy 34. Beliefs that other people are essentially bad would be reported on which restructured clinical scale in the MMPI-Adolescent-Restructured Form? a. low positive emotions b. cynicism c. antisocial behavior d. dysfunctional negative emotions Ans: B Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: Personality Testing Difficulty Level: Hard 35. Which of the following is true of MMPI-A-RF scoring, as compared with intelligence and achievement tests? a. Like intelligence and achievement tests, the standard score is 100. b. Like intelligence and achievement tests, low scores indicate greater dysfunction. c. Like intelligence and achievement tests, the standard deviation is 10. d. Like achievement tests, a score 1.5 standard deviations from the mean indicates significant problems.

Ans: D Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Analysis Answer Location: Personality Testing Difficulty Level: Hard 36. Which is NOT one of the main differences between the MMPI-A-RF and the BASC-3? a. The BASC-3 can be conducted as a semistructured interview. b. The BASC-3 can be conducted with younger children.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. The BASC-3 is scored with a mean of 50 and a standard deviation of 10. d. The BASC-3 has different subscales than the MMPI-A-RF. Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Analysis Answer Location: Personality Testing Difficulty Level: Hard 37. The Achenbach System for Empirically Based Assessment (ASEBA) is ______. a. a self-report tool b. used to measure intelligence and achievement c. a behavior rating scale d. not valid for children under the age of 12 Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Parent and Teacher Rating Scales Difficulty Level: Medium 38. Which rating scale would be the most targeted assessment for ADHD? a. ASRS b. Conners 3 c. Revised Children’s Anxiety and Depression Scale d. ASEBA Ans: B Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Knowledge Answer Location: Specific Symptom Inventories Difficulty Level: Hard 39. Which of the following is true of the DSM and the ICD? a. They had low agreement for all disorders in the former editions, but the new editions (DSM-5 and ICD10) have high agreement for all disorders. b. They had low agreement for all disorders in the former editions, and despite efforts by the creators of DSM-5, the agreement remains low. c. The concordance between DSM-5 and ICD-11 is higher than in previous editions. d. DSM-5 and ICD-11 are now in perfect agreement with respect to names of and criteria for disorders.

Ans: C Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Cognitive Domain: Comprehension Answer Location: How Is DSM-5 Different Than Its Predecessors?

Difficulty Level: Medium 40.Norm-referenced testing ______.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. allows for the translation of a raw score into a measure of functioning relative to others who are similar on certain characteristics b. prevents the translation of a raw score into a measure of functioning relative to others of the person’s age c. requires that performance of a single child be tested multiple times d. uses the same, standard comparison group for all children Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Standardization Difficulty Level: Medium 41. A psychologist is developing a new test of reasoning. He notices that while individuals tend to score the same across multiple administrations of the test, there are particular test items that seem to give everyone trouble, irrespective of how well they score on the test overall. It seems that all the items that give individuals trouble use particularly advanced vocabulary words. Which of the following is NOT true? a. This test has low test–retest reliability. b. The items on the test that everyone scores poorly on are not valid measures of the construct of reasoning. c. The test does not have particularly strong internal consistency. d. Removing the items that don’t seem to contribute to the overall score would likely improve the test.

Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Analysis Answer Location: Reliability and Validity Difficulty Level: Medium 42. The developers of DSM-5 changed the order of the manual to emphasize the development of psychopathology across the life span, added diagnostic criteria that are specific to children and to adults, and described how disorders might present differently across the lifespan to solve what problem with DSM-IV? a. It was unclear which disorders could be diagnosed in children in DSM-IV. b. DSM-IV created a sometimes inaccurate perception of a boundary between disorders for children and adults. c. DSM-IV neglected all mention of childhood disorders. d. DSM-IV didn’t recognize that adults could receive every diagnosis within it.

Ans: B Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Cognitive Domain: Comprehension Answer Location: How Is DSM-5 Different Than Its Predecessors?

Difficulty Level: Medium 43. Not many experts consider diet to be relevant to a diagnosis of depression. If a depressive inventory asked multiple questions about fruits and vegetables and food additives, this would call into question which of the following? a. test–retest reliability of the inventory b. the content validity of the inventory c. the inter-rater reliability of the inventory

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. the internal consistency of the inventory Ans: B Learning Objective LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: Validity Difficulty Level: Medium 44. A college professor in a childhood disorders class gives extra credit on the basis of who answers questions correctly on an 80s-music quiz at the start of the class. Which of the following is likely NOT true of this approach? a. This approach has low content validity because 80s music is not relevant to childhood disorders. b. This approach would likely have low convergent validity with exam scores in childhood disorders. c. This approach would likely have low predictive validity of future exam scores in childhood disorders. d. This approach would likely have low test–retest reliability because multiple students might give different answers to the same question.

Ans: D Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Application Answer Location: Validity Difficulty Level: Medium 45. When preparing the DSM-5, which of the following approaches was NOT used? a. formal interviews with individuals currently diagnosed with the disorders in DSM-IV b. literature reviews of research on each disorder c. reanalysis of previously collected data to determine the potential effects of altering diagnostic criteria on prevalence rates d. field trials Ans: A Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Comprehension Answer Location: How Is DSM-5 Different Than Its Predecessors?

Difficulty Level: Medium 46. The main difference between concurrent validity and predictive validity is that ______. a. only predictive validity is a type of criterion-related validity b. only predictive validity examines the power to predict the existence of a disorder c. only predictive validity refers to theoretically expected outcomes and not the present d. only predictive validity really matters in a clinical setting Ans: C Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Validity Difficulty Level: Medium 47. If 95% of the children who score highly on an inventory of disruptive behavior turn out to have a diagnosable disruptive behavior problem, which of the following is NOT necessarily true? a. There is a 5% false positive rate. b. The test has low negative predictive power. c. The test has high positive predictive power. d. The test has good criterion-related validity.

Ans: B Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Analysis Answer Location: Validity Difficulty Level: Hard 48. To be diagnosed with anorexia nervosa, an individual must (a) be taking in so little food that the person is below the weight minimally normal, (b) have an “intense fear of gaining weight or of becoming fat, or persistent behavior that interferes with weight gain, even though at a significantly low weight,” and(c) have “disturbance in the way in which one’s body weight or shape is experienced, undue influence of body weight or shape on self-evaluation, or persistent lack of recognition of the seriousness of the current low body weight.” Which of the following is true of these criteria? a. If someone fails to meet Criterion A, that person cannot be diagnosed with the disorder; this indicates a prototypical approach to classification. b. If someone fails to meet Criterion A, that person cannot be diagnosed with the disorder; this indicates a categorical approach to classification. c. If someone does not have an intense fear of gaining weight, that person cannot be diagnosed with the disorder; this indicates a prototypical approach to classification. d. If someone does not have an intense fear of gaining weight, that person cannot be diagnosed with the disorder; this indicates a categorical approach to classification.

Ans: B Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Analysis Answer Location: Categorical Classification Difficulty Level: Hard 49. Which classification approach allows a clinician to convey the severity of the condition? a. full-spectrum assessment b. categorical classification c. prototypical classification d. dimensional classification Ans: D Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents. Cognitive Domain: Comprehension Answer Location: Dimensional Classification Difficulty Level: Medium 50. Which of the following is NOT true of specifiers? a. They allow clinicians to provide additional information about their clients. b. They describe a relatively homogeneous subgroup of individuals with the disorder. c. They are always based on symptom presentation.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. They may be necessary because of the prototypical approach to diagnosis.

Ans: C Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Comprehension Answer Location: Dimensional Classification Difficulty Level: Medium

True/False 1. If a test does not have high test–retest reliability, it cannot be valid.

Ans: F Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Analysis Answer Location: Reliability Difficulty Level: Hard 2. Validity is not a property of tests; rather, validity is a property of using a test for a specific purpose.

Ans: T Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Comprehension Answer Location: Validity Difficulty Level: Medium 3. Symptoms are observable, overt features of disorder.

Ans: F Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Comprehension Answer Location: What Is the DSM-5 Approach to Diagnosis?

Difficulty Level: Medium 4. Research Domain Criteria and the DSM-5 have the same general approach to conceptualizing mental disorders.

Ans: F Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Comprehension Answer Location: Research Domain Criteria Difficulty Level: Medium 5. Behavioral observations are only necessary for assessing behavioral disturbances, not mood or cognitive problems.

Ans: F Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Comprehension Answer Location: Principles Difficulty Level: Medium 6. To correct a criticism of DSM-IV, in DSM-5, disorders are no longer conceptualized as existing within the person, but instead between systems of people in transaction with one another.

Ans: F Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Comprehension Answer Location: Potential Limitations Difficulty Level: Easy 7. Helping caregivers is a benefit of appropriately diagnosing children with psychological disorders.

Ans: T Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents. Cognitive Domain: Knowledge Answer Location: Possible Benefits Difficulty Level: Easy 8. Intelligence and achievement are two words for the same thing; intelligence refers to nonacademic domains and achievement refers to the scholastic domain.

Ans: F Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Academic Achievement Difficulty Level: Easy 9. One criticism of the DSM-5 is that the distinctions between normal and abnormal are often arbitrary.

Ans: T Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents. Cognitive Domain: Application Answer Location: Potential Limitations Difficulty Level: Medium 10. An IQ of 100 is considered normal and anything other than 100 is considered abnormal.

Ans: F Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Intelligence Difficulty Level: Easy 11. A person can be diagnosed with learning disabilities on the basis of the Woodcock-Johnson alone.

Ans: F

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Academic Achievement Difficulty Level: Medium 12. Describing a color as “bluish-green” reflects a dimensional approach to categorization.

Ans: T Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Application Answer Location: Categorical Classification and Dimensional Classification Difficulty Level: Medium

Essay 1. How are hypotheses relevant in the process of psychological assessment?

Ans: Psychological assessment can be thought of as a process whereby a practitioner generates hypotheses and systematically gathers evidence to support or refute these hypotheses to ultimately come to a valid diagnosis.

Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Analysis Answer Location: Psychological Assessment Difficulty Level: Medium 2. Why is it important that tests used in clinical settings be standardized?

Ans: It allows clinicians to compare different children’s test scores without worrying that one child was given extra time, additional help, or greater encouragement by the examiner, which would invalidate these comparisons.

Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing. Cognitive Domain: Analysis Answer Location: Standardization Difficulty Level: Medium 3. In what way(s) can diagnostic classification facilitate scientific discovery?

Ans: Researchers can more easily compare findings, across locations. As long as they use the same diagnostic criteria, they can obtain a more thorough understanding of the disorder.

Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Analysis Answer Location: Possible Benefits Difficulty Level: Medium 4. In what ways can stigma lead to self-fulfilling prophecy?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: “Youths may believe that they are deviant, ‘damaged,’, or ‘deranged’ because of their diagnostic label.” They may even change their behavior to better fit the diagnostic label or use the diagnosis as an excuse for further problems—it’s not my fault, my disorder made me do it.

Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Evaluate the benefits and limitations of diagnosing children and adolescents. Cognitive Domain: Analysis Answer Location: Potential Limitations Difficulty Level: Medium 5. Why do clinicians rely on data from multiple methods and multiple informants whenever possible?

Ans: Convergence; to rule out incorrect hypotheses; different informants have access to different information.

Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Analysis Answer Location: Principles Difficulty Level: Medium 6. What is the difference between psychological assessment and diagnosis?

Ans: An assessment involves gathering information (ideally from multiple sources), while a diagnosis entails matching the information (primarily on signs and symptoms) gathered to a set of criteria.

Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Principles Difficulty Level: Medium 7. What is the difference between test–retest reliability and internal consistency of a psychological test?

Ans: Test–retest reliability occurs when individuals who take the test on different occasions have scores that are highly similar. Internal consistency, on the contrary, means that within the test itself (on a single administration), items that test similar constructs produce similar scores—individuals who score highly on some items in the set are likely to score highly on other items as well.

Learning Objective: LO 3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods. Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and personality assessment. Explain the importance of standardization, reliability, and validity in psychological testing.

Cognitive Domain: Comprehension Answer Location: Reliability Difficulty Level: Medium 8. Compare and contrast categorical classification with dimensional classification. What are the advantages and disadvantages of each?

Ans: The categorical approach is clearer: If you don’t have the essential features, you cannot receive the diagnosis. There is little ambiguity in such a system, but it also isn’t flexible to accommodate differences among people (or subpopulations) within a disorder. One advantage of dimensional classification is that it conveys more information than a simple category (yes/no), and it also allows clinicians to monitor changes in behavior (and severity) over time. However, using exclusively a categorical approach means that the demarcations between disorders, or between disorders and normality, may be seen as more arbitrary.

Learning Objective: LO 3.2. Describe the DSM-5 approach to diagnosing mental disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Evaluate the benefits and limitations of diagnosing children and adolescents.

Cognitive Domain: Analysis Answer Location: Categorical Classification and Dimensional Classification Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 4: Treating Children, Adolescents, and Families Test Bank Multiple Choice 1. Which of the following individuals CANNOT prescribe medication in most places? a. pediatricians b. family practitioners c. child psychiatrists d. psychologists Ans: D Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Knowledge Answer Location: How Is Medication Used to Treat Children and Adolescents?

Difficulty Level: Easy 2. Because of differences in their physiology, children ______. a. usually require lower doses of medication b. usually require higher doses of medication c. usually have to take medication fewer times per day than do adults d. usually have to take different kinds of medication than adults Ans: B Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: How Is Medication Used to Treat Children and Adolescents?

Difficulty Level: Hard 3. Which is true of drug testing in children? a. No medications have been approved by the FDA for use in children. b. All medicines prescribed to children are approved for use in children. c. Some medications are prescribed to children “off label,” meaning without FDA approval. d. Less research on medications is being conducted in children now than in the past due to liability issues.

Ans: C Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: How Is Medication Used to Treat Children and Adolescents?

Difficulty Level: Medium 4. Which of the following is one of the three phases of pharmacological treatment? a. consent b. monitoring c. discontinuation d. analysis Ans: C Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: How Is Medication Used to Treat Children and Adolescents?

Difficulty Level: Medium 5. In the initiation phase of pharmacological treatment, ______. a. the physician gradually titrates (decreases) the dosage of the medication so it is not too strong b. the child must continue using the medication even if it causes side effects so the side effects can be sufficiently evaluated c. if one medication in a class is not able to be tolerated, then other medications in the same class won’t be tolerated either d. switching to a new medication may be necessary if there is a failure to respond (no beneficial results) from the original medication Ans: D Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: How Is Medication Used to Treat Children and Adolescents?

Difficulty Level: Medium 6. A child who refuses to take medication and instead gives it to his peers is engaging in a. adherence b. compliance c. diversion d. diffusion Ans: C Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: How Is Medication Used to Treat Children and Adolescents?

Difficulty Level: Medium 7. When might a rebound effect occur in pharmacological treatment? a. at initiation b. during maintenance c. at discontinuation d. at evaluation Ans: C Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: How Is Medication Used to Treat Children and Adolescents?

Difficulty Level: Medium 8. Which class is the most frequently prescribed medication for children? a. psychostimulants b. anxiolytics c. antidepressants d. antipsychotics Ans: A Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Knowledge Answer Location: Stimulants and Nonstimulants for Attention-Deficit/Hyperactivity Disorder Difficulty Level: Easy 9. How do psychostimulants work? a. by increasing the activity of dopamine

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. by decreasing the activity of dopamine c. by increasing the activity of serotonin d. by decreasing the activity of serotonin Ans: A Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Stimulants and Nonstimulants for Attention-Deficit/Hyperactivity Disorder Difficulty Level: Medium 10. What is the difference between stimulant and nonstimulant medications for ADHD? a. Stimulant medications affect the action of dopamine, while nonstimulant medications affect the action of serotonin. b. Nonstimulant medications typically work more quickly than stimulant medications do. c. Nonstimulants are less likely to be abused or distributed. d. Nonstimulants have more severe side effects than stimulants.

Ans: C Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Stimulants and Nonstimulants for Attention-Deficit/Hyperactivity Disorder Difficulty Level: Hard 11. Which of the following is true of anxiolytics? a. They are the first-line treatment for children with anxiety. b. Selective serotonin reuptake inhibitors can take 2 to 4 weeks to reach maximum effectiveness. c. Serotonin norepinephrine reuptake inhibitors tend to be useful in treating obsessive–compulsive disorder. d. The first medication used to treat panic disorder in children is typically benzodiazepines.

Ans: B Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Anxiolytics Difficulty Level: Hard 12. Which of the following is NOT true of suicide and selective serotonin reuptake inhibitors (SSRIs)? a. SSRIs do not increase suicide attempts in children. b. SSRIs tripled the rate of suicidal ideation in children. c. Children taking SSRIs should be monitored by their physicians and caregivers for signs of suicidal ideation. d. The relationship between SSRIs and suicidal ideation has not yet been examined by the FDA. Ans: C Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Antidepressants Difficulty Level: Hard 13. Which of the following is true of lithium? a. It is not approved for use in adolescents. b. It may be effective in adolescents, but recent randomized controlled trials indicate it is not effective in children. c. The side effects mean it cannot be prescribed to children, even if it is effective. d. It primarily addresses the mania in bipolar disorder.

Ans: D

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Mood Stabilizers and Anticonvulsants Difficulty Level: Hard 14. Which medications are NOT effective in treating bipolar disorder? a. antidepressants b. antipsychotics c. lithium d. anticonvulsants Ans: A Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Mood Stabilizers and Anticonvulsants Difficulty Level: Medium 15. Which classes of medication impact the dopamine system? a. stimulants and SSRIs b. Stimulants and antipsychotics c. anxiolytics and lithium d. anxiolytics and stimulants Ans: B Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Application Answer Location: Stimulants and Nonstimulants for Attention-Deficit/Hyperactivity Disorder Difficulty Level: Medium 16. Which of the following is NOT true of newer antipsychotics, such as risperidone (Risperdal)? a. They are more frequently prescribed to children and adolescents than first-generation antipsychotics. b. They are second only to lithium as first-line treatments for youths with bipolar disorder. c. They have been shown to reduce aggressive outbursts in children with autism spectrum disorder. d. They tend to produce sedation and daytime sleepiness in children.

Ans: B Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Antipsychotics Difficulty Level: Hard 17. Which of the following was NOT considered to be a necessary and sufficient condition for therapeutic change, according to Carl Rogers? a. therapeutic ritual b. unconditional positive regard c. congruence d. empathy Ans: A Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Knowledge Answer Location: Common Factors Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 18. Molly’s therapist displays her genuine feelings during a therapy session; she doesn’t remain disengaged or emotionally distant. This is known as ______. a. unethical b. transference c. congruence d. empathy Ans: C Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Application Answer Location: Common Factors Difficulty Level: Medium 19. The type of therapy that addresses clients’ problems at the symptom level is called ______. a. behavior therapy b. interpersonal therapy c. psychodynamic therapy d. cognitive therapy Ans: A Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension Answer Location: Behavior Therapy Difficulty Level: Medium 20. Marta’s therapist notes that Marta is most likely to engage in self-injurious behavior when she is feeling rejected. After engaging in the self-injurious behavior, she feels a sense of relief. Marta’s therapist has conducted a(n) ______. Over the course of treatment, Marta’s therapist might help Marta avoid feelings of rejection by having her engage with a supportive peer group. Marta’s therapist is likely engaging in ______. a. functional analysis; psychodynamic therapy b. action plan; behavior therapy c. functional analysis; behavior therapy d. action plan; interpersonal therapy Ans: C Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Analysis Answer Location: Behavior Therapy Difficulty Level: Medium 21. Which of the following statements is NOT true regarding the child and adolescent psychotherapy outcome literature? a. Children and adolescents who participate in therapy efficacy studies show greater symptom reduction than youths assigned to control groups. b. In real-life settings, therapy for children and adolescents works about as well as therapy for adults. c. Behaviorally based therapies seem to yield greater benefits for children than nonbehavioral treatments. d. Younger children tend to show the greatest improvements in therapy.

Ans: D Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Does Child Psychotherapy Work?

Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 22. Molly hears some girls in her class laughing as she walks up. She thinks they’re laughing at her and further thinks that she’s a loser and she’ll never be popular. This is an example of ______. a. cognitive bias b. cognitive distortion c. maladaptive behavior d. interpersonal transition Ans: B Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Application Answer Location: Cognitive Therapy Difficulty Level: Medium 23. Which of the following therapies is mismatched with its goal? a. cognitive therapy; to help clients recognize the connection between thoughts, feelings, and actions b. behavioral therapy; to alter environmental contingencies to increase adaptive action patterns c. interpersonal therapy; to foster the individual’s desire for social interaction through increasing selfesteem d. psychodynamic therapy; to provide insight into unconscious mental conflict Ans: C Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension Answer Location: What Are the Major Systems of Psychotherapy?

Difficulty Level: Hard 24. A therapist who asks her client, “What’s the evidence that your teacher thought you were stupid?” is likely engaging in ______. a. behavior therapy b. cognitive therapy c. interpersonal therapy d. psychodynamic therapy Ans: B Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Application Answer Location: Cognitive Therapy Difficulty Level: Medium 25. The four main ways relationships can be disrupted, according to interpersonal therapy, include all of the following EXCEPT ______. a. death b. interpersonal transition c. interpersonal deficits d. interpersonal intentions Ans: D Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension Answer Location: Interpersonal Therapy Difficulty Level: Medium 26. Which of the following is NOT a central belief of family systems therapy? a. The family is a system, with all members influencing all others. b. A family is best understood from the context of the mother. c. The entire family is the “client.”

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Changes in one family member will affect all members of the family.

Ans: B Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension Answer Location: Family Systems Therapy Difficulty Level: Medium 27. Which of the following is true according to structural family therapy? a. Healthy families don’t contain alliances. b. Healthy families don’t have boundaries between parents and children. c. In healthy families, parents remain figures of authority. d. In disengaged families, there are no rules or boundaries.

Ans: C Learning Objective: 4.2 Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension Answer Location: Family Systems Therapy Difficulty Level: Hard 28. According to Adlerian Family Therapy, which is NOT a reason disruptive behavior might occur? a. to gain attention b. to gain objects or favors c. to get even with others d. to be left alone Ans: B Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension Answer Location: Family Systems Therapy Difficulty Level: Hard 29. The pattern of interactions between the therapist and client ______. a. is thought to hold keys to the client’s conscious feelings b. may reflect transference c. is most important from an interpersonal therapy perspective d. can help conscious thoughts translate into the unconscious Ans: B Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Application Answer Location: Psychodynamic Therapy Difficulty Level: Hard 30. Which of the following is NOT a true difference between child and adult psychotherapy? a. Adults tend to have higher motivation for changing their behavior than children do. b. Youths tend to show less psychological distress than adults. c. Children cannot engage in all the same psychotherapies as adults because they may lack metacognition. d. In child psychotherapy, the goal is usually symptom reduction.

Ans: D Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: How Does Child Psychotherapy Differ From Adult Psychotherapy?

Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

31. According to Albert Ellis, an adolescent client who states, “I need to get into my first-choice college. If I don’t, I’m just going to die,” is displaying a(n) ______. a. cognitive bias b. cognitive distortion c. irrational belief d. fundamental attribution error Ans: C Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Application Answer Location: Cognitive Therapy Difficulty Level: Medium 32. To conduct a meta-analysis, ______. a. there must be more than one study that has examined the effects of a given treatment b. if at least one study included in the meta-analysis used a control group, other studies without control groups can be considered as well c. a negative effect size indicates a reduction in symptoms among the treatment group d. any effect size over 0.25 is considered large Ans: A Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Does Child Psychotherapy Work?

Difficulty Level: Hard 33. Is child psychotherapy efficacious? a. The results are unclear; the meta-analyses that have examined this have come to different conclusions. b. Yes, but not as much as in adults; the meta-analyses that have examined this have shown reliably smaller effect sizes for children than adults. c. Yes, with effect sizes comparable to effect sizes for adults; this indicates that efficacy is similar for children and adults. d. Yes, but what we don’t know is how well children without therapy would have fared; a controlled experiment still needs to be conducted.

Ans: C Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Does Child Psychotherapy Work?

Difficulty Level: Medium 34. Which of the following was a key finding on the efficacy of child psychotherapies? a. The dodo verdict holds—all treatments seem to be equally effective overall. b. Behavioral therapies tend to yield greater effect sizes. c. Treatment tended to work better for children than adolescents because children were less set in their ways and less resistant to treatment. d. Therapy was more effective for externalizing (e.g., disruptive behavior problems) than for internalizing (e.g., anxiety and depression) disorders.

Ans: B Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Efficacy Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

35. Effects in therapy can be global or specific—that is, they can improve the person’s general functioning, or improve the specific issue(s) that the therapy targets. Which of the following is true of these global and specific functioning improvements in children and adults? a. Research tends to show a global effect of therapy in children and a more specific effect in adults. b. Research tends to show a global effect of therapy in both children and adults. c. Research tends to show a specific effect of therapy in children and a more global effect in adults. d. Research tends to show a specific effect for both children and adults.

Ans: C Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Efficacy Difficulty Level: Medium 36. When weighting the effect sizes of studies with the number of participants in each study, ______. a. psychotherapy in children is no longer found to be effective b. psychotherapy in children is found to be even more highly effective. c. the average effect size is in the “moderate” rather than the “small” range d. the average effect size is in the “moderate” rather than the “large” range Ans: D Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Effectiveness Difficulty Level: Hard 37. The text recommends that therapists can avoid conflicts of interest by asking which of the following questions? a. What would a judge think of this arrangement? b. Is my mentor aware of this relationship? c. Who is my client? d. When will this relationship end?

Ans: C Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Confidentiality Difficulty Level: Medium 38. Which of the following is true regarding the effectiveness of psychotherapy in children and adolescents? a. Completion rates are much higher for individuals with internalizing than with externalizing disorders. b. Youths with internalizing disorders had far higher response rates to psychotherapy than youths with externalizing disorders did. c. Therapies that had not been proven to be efficacious were also not effective. d. The meta-analysis clearly showed the increased effectiveness of cognitive-based interventions.

Ans: C Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Effectiveness Difficulty Level: Hard 39. Psychologists ______. a. may hold a master’s degree

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. may prescribe medication c. must complete a four- or five- year graduate program and a one-year internship d. must receive postdoctoral training in assessment, therapy, or neuropsychology Ans: C Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Who Treats Children and Families?

Difficulty Level: Medium 40. An MD who specializes in the assessment, diagnosis, and treatment of mental disorders is a ______. a. psychologist b. school psychologist c. psychiatrist d. pediatrician Ans: C Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Who Treats Children and Families?

Difficulty Level: Medium 41. Which type of clinician would help children recover and improve the skills needed for play, education, and daily living through the use of everyday activities and exercises? a. child-life expert b. social worker c. psychiatric–mental health nurse d. occupational therapist Ans: D Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Who Treats Children and Families?

Difficulty Level: Medium 42. Dr. Wu has been treating Zane, who is in foster care, for 3 years. Dr. Wu has grown fond of Zane, and when Zane’s foster parents decide they can no longer care for him, Dr. Wu considered becoming Zane’s foster parent. Which of the following is true? a. If Dr. Wu becomes Zane’s foster parent, that would be considered a multiple relationship. b. If Dr. Wu becomes Zane’s foster parent, Dr. Wu would be able to continue as Zane’s therapist ethically. c. If Dr. Wu becomes Zane’s foster parent, it would not be moral. d. If Dr. Wu becomes Zane’s foster parent, it would not be a conflict of interest, because Dr. Wu would be Zane’s guardian and hence able to consent to treatment.

Ans: A Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Application Answer Location: Conflict of Interest Difficulty Level: Hard 43. Which of the following is NOT one of the APA Ethical Principles? a. cultural sensitivity b. integrity c. justice d. fidelity and responsibility Ans: A

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: What Is the APA Ethics Code?

Difficulty Level: Medium 44. Which of the following is true of confidentiality for children in psychotherapy, with respect to their parents? a. Children hold the right to confidentiality from their parents. b. Parents have a legal right to know what children disclose in therapy, with very few exceptions. c. Parents and children must agree on what will remain confidential before the start of the therapy. d. Clinicians must have both children and their parents in the room together during therapy; in this way, there is no true confidentiality.

Ans: B Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Confidentiality Difficulty Level: Medium 45. If researchers from the United States tested new psychotropic medications on populations in Ghana, and then determined which was most efficacious and effective and brought them back to the United States at such a high price that those in Ghana could not afford these treatments, this would violate which of the following General Principles of the APA Ethics Code? a. Beneficence and Nonmaleficence b. Fidelity and Responsibility c. Integrity d. Justice Ans: D Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Application Answer Location: What is the APA Ethics Code?

Difficulty Level: Medium 46. Which of the following is NOT one of the 4 Cs of ethics when working with children and families? a. cooperation b. consent c. confidentiality d. conflicts of interest Ans: A Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Knowledge Answer Location: What Are the Four Cs of Child/Family Ethics?

Difficulty Level: Medium 47. Dr. Martinez has been trained in child psychology. He notices that one of his client’s parents seems in need of psychological services as well. Which of the following is NOT true? a. Since Dr. Martinez does not have training to work with adult clients, treating the parent would not respect the boundaries of his competence. b. Since Dr. Martinez is already treating the child, treating the parent as well would create a conflict of interest. c. Since Dr. Martinez is of Mexican descent, treating the client’s parent would fall outside of the boundaries of his competence if the parent were of a different ethnic heritage.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Since Dr. Martinez does not have the parent’s or client’s consent to treat the parent, initiating treatment would be unethical.

Ans: C Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Application Answer Location: What Are the Four Cs of Child/Family Ethics?

Difficulty Level: Medium 48. Dr. Gupta is treating a 10-year-old with an anxiety problem. The specifics of the case are challenging for Dr. Gupta to address, so he wants to consult with Dr. Suresh for a recommendation about how to proceed. Which of the following is true? a. Dr. Gupta cannot consult with Dr. Suresh because doing so would break confidentiality. b. Dr. Gupta can consult with Dr. Suresh, but only if he receives specific consent from the 10-year-old’s parents and assent from the 10-year-old. c. Dr. Gupta can consult with Dr. Suresh but must be careful to only provide information that is absolutely necessary. d. The APA Ethical Principles allow for Dr. Gupta to provide full information to Dr. Suresh, including the client’s name and other identifying information.

Ans: C Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Application Answer Location: Confidentiality Difficulty Level: Hard 49. Which of the following is NOT true regarding consent for treatment among minors? a. Children cannot provide consent because consent implies that they freely agree to participate and fully appreciate the risks and benefits of participation in treatment. b. Adolescents cannot usually provide consent because they are often not in treatment voluntarily; they may instead feel pressured by others, such as their parents. c. For minors, parents may provide consent and that is sufficient to begin treatment. d. Children and adolescents must minimally provide assent before treatment can begin.

Ans: D Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Consent Difficulty Level: Hard 50. Under what circumstances is obtaining parental consent NOT necessary to provide psychological treatment to a minor? a. if the minor requests that the parents not be contacted b. if the minor is sufficiently intellectually advanced to fully appreciate the risks and benefits of treatment c. if the minor is in a state of crisis, for instance, on the brink of attempting suicide d. if the parent refuses to provide consent Ans: C Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Consent Difficulty Level: Medium 51. Which of the following is NOT true of confidentiality? a. It allows clients to disclose more freely. b. It is absolute; information disclosed in therapy can never be disclosed to anyone else.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. There are situations in which the therapist is required to break confidentiality. d. Courts cannot mandate that clinicians break confidentiality.

Ans: D Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Confidentiality Difficulty Level: Medium

True/False 1. Tricyclic antidepressants, particularly atypical ones, have been shown to be effective and safe in youth.

Ans: F Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Antidepressants Difficulty Level: Medium 2. A goal of cognitive therapy is not to think positively, but instead to view the world more realistically.

Ans: T Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension Answer Location: Cognitive Therapy Difficulty Level: Medium 3. Motivation to change behavior is usually higher in adults than in children.

Ans: T Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: How Does Child Psychotherapy Differ From Adult Psychotherapy?

Difficulty Level: Hard 4. Comorbidity is much rarer in children than it is in adults.

Ans: F Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: How Does Child Psychotherapy Differ From Adult Psychotherapy?

Difficulty Level: Medium 5. The dodo verdict refers to the fact that all forms of adult psychotherapy have been found to be roughly equally effective, overall.

Ans: T Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Efficacy Difficulty Level: Medium 6. Marriage and family therapists must have a PhD. Ans: F

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Who Treats Children and Families?

Difficulty Level: Medium 7. Therapists are more likely to break confidentiality as the risk of harm increases.

Ans: T Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Comprehension Answer Location: Confidentiality Difficulty Level: Medium 8. SSRIs can be used to treat depression but have little utility for treating other conditions in youth.

Ans: F Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Anxiolytics Difficulty Level: Medium 9. The dodo verdict applies to medications to treat childhood psychological disorders.

Ans: F Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Comprehension Answer Location: Efficacy Difficulty Level: Medium 10. All treatments that are effective are also efficacious and all treatments that are efficacious are also effective.

Ans: F Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Analysis Answer Location: Efficacy Difficulty Level: Medium

Essay 1. Why is it important to weight effect sizes by the number of participants in each study?

Ans: If you don’t do this, your average effect size across multiple studies is incorrect, because the effect size of each study would receive equal weight, regardless of the number of participants. This is especially damaging because small sample sizes are the most likely to have inaccurate results, and they will be given equal weighting in the overall effect size as larger studies whose data is likely more correct.

Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Analysis Answer Location: Effectiveness Difficulty Level: Medium 2. What is the difference between ethics and morality? Can something ever be ethical and immoral, or moral and unethical?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: “Ethics refers to the standard of behavior that is determined to be acceptable for a given profession.”

Morality is a person’s individual beliefs of the rightness or wrongness of a given behavior. “Ethical behavior is determined by group consensus; morality is determined by one’s personal convictions.” For instance, medical ethics allow for abortion, but a person’s morality may not. On the other hand, a person’s morality may allow for euthanasia, while medical ethics do not.

Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Analysis Answer Location: What Is the APA Ethics Code?

Difficulty Level: Hard 3. How does the ethical principle of competence relate to psychology students who are involved in providing mental health care?

Ans: Some students deliver behavioral interventions or treatment programs but because they are still students they must be supervised by someone who is fully trained and will accept full responsibility for the work. Students should not take on more responsibility than they have received training for or than they can personally handle while maintaining their emotional well-being.

Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Analysis Answer Location: Competence Difficulty Level: Medium 4. H. M. was a famous subject who contributed a great deal to what we know about memory today. Due to a lesion in his medial temporal lobe he had profound anterograde amnesia—he could not make new memories. When seeing people he had met thousands of times before, it was, to him, like meeting them for the first time. Given this information and what you know about the requirements for consent, was H. M. able to provide consent for the many psychological experiments he participated in over the years?

Ans: No. Consent has the requirement that the person has the ability to understand the facts and consequences of participating in treatment—it can be inferred that this doesn’t just mean momentarily, but the long-term implications of participating or having participated in the experiment, which H. M. couldn’t think through and retain. He also would have less ability to voluntarily withdraw from an experiment than the average participant, because he might not know where he was or what he was doing in the middle of an experiment.

Learning Objective: LO 4.4. Apply the APA Ethical Principles to clinical situations involving children and families.

Cognitive Domain: Analysis Answer Location: Consent Difficulty Level: Hard 5. What is the dodo verdict?

Ans: The finding that all therapies are roughly equally effective, overall. This applies to adults, but in children behavioral therapies have been found to be most effective.

Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Comprehension Answer Location: Efficacy Difficulty Level: Medium 6. What is an enmeshed family?

Ans: A family where there are diffuse boundaries and family members lack autonomy and constantly intrude into each other’s lives.

Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Family Systems Therapy Difficulty Level: Easy 7. Why might it be preferable to prescribe nonstimulant medication for ADHD to adolescents than stimulant medication?

Ans: It is less likely to be abused or diverted and it has significantly fewer side effects.

Learning Objective: LO 4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.

Cognitive Domain: Analysis Answer Location: Stimulants and Nonstimulants for Attention-Deficit/Hyperactivity Disorder Difficulty Level: Medium 8. What is the difference between cognitive bias and cognitive distortion?

Ans: Cognitive bias is selectively attending to negative aspects of the environment while cognitive distortion is twisting reality to fit a distorted world view.

Learning Objective: LO 4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.

Cognitive Domain: Comprehension Answer Location: Cognitive Therapy Difficulty Level: Medium 9. Why might it be the case that behavior therapy, overall, works best for children?

Ans: Children may not be advanced enough cognitively to benefit from cognitive or psychodynamic therapies; they may not have developed social skills enough to benefit from interpersonal therapies, and because of their lack of control over their environment, family therapies will only be effective to the extent that other members of the family are involved. However, behavior therapies are more simplistic. (Other answers possible; this isn’t discussed in the text, it would be conjecture).

Learning Objective: LO 4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.

Cognitive Domain: Analysis Answer Location: Efficacy Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 5: Intellectual Disability and Developmental Disorders Test Bank Multiple Choice 1. What is the moral of the broken-pot story in your text? a. Once a person is broken, he or she cannot be fixed. b. Sometimes trying to fix something breaks it even more. c. Every person has dignity and value. d. The value of a person is in how much he or she can do all the things that other people can do.

Ans: C Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Analysis Answer Location: Introduction Difficulty Level: Hard 2. Which of the following is NOT part of intellectual functioning? a. processing new information b. thinking creatively c. forming and maintaining social relationships d. responding rapidly and accurately Ans: C Learning Objective: LO 5.1 Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay.

List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: What Is Intellectual Disability?

Difficulty Level: Medium 3. Which of the following is true of IQ in individuals with intellectual disability? a. All those with IQs below 70 qualify for diagnosis of intellectual disability. b. None of those with IQs above 70 qualify for diagnosis of intellectual disability. c. About 2% to 3% of the population have IQs in the range recommended as the cutoff for intellectual disability. d. IQ cutoffs only apply to adults with intellectual disability.

Ans: C Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Medium Answer Location: What Is Intellectual Disability?

Difficulty Level: Medium 4. Which of the following factors have been found to relate to markedly lower degrees of marital satisfaction and quality of life in parents? a. severity of the child’s disability b. low support from the spouse

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. lower levels of family-related stress d. using problem-focused techniques to deal with stress Ans: B Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: How Can Clinicians Help the Caregivers of Children With Intellectual Disability?

Difficulty Level: Medium 5. Which of the following is NOT one of the three domains of adaptive functioning? a. conceptual b. social c. academic d. practical Ans: C Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Knowledge Answer Location: What Is Intellectual Disability?

Difficulty Level: Easy 6. Marty has an intellectual disability. He has difficulty in a variety of domains and one of these is when bowling. He doesn’t wait his turn and often bowls other bowlers’ frames. This reflects difficulties in which domain? a. conceptual b. social c. academic d. practical Ans: B Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Application Answer Location: What Is Intellectual Disability?

Difficulty Level: Medium 7. How is adaptive functioning typically assessed? a. via the child’s self-report b. via an intelligence test c. via a checklist that parents fill out d. via a semistructured interview given to caregivers Ans: D Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: What Is Intellectual Disability?

Difficulty Level: Medium 8. Which of the following is true of age and intellectual disability (ID)? a. Only children can be diagnosed with ID.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. In order to be diagnosed with ID, onset of the intellectual and adaptive functioning problem must be in early childhood. c. There is no age criterion for ID; anyone could develop difficulties at any age and be diagnosed with the condition. d. ID is continuous with Alzheimer’s dementia; when diagnosed in those above age 18, the diagnosis would be Alzheimer’s dementia.

Ans: B Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: What Is Intellectual Disability?

Difficulty Level: Hard 9. Which of the following levels of intellectual disability (ID) is INCORRECTLY paired with its typical adaptive functioning range? a. Mild; 55–70 b. Moderate; 40–55 c. Severe; 25–40 d. Intense; <25 Ans: D Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Knowledge Answer Location: How Does Intellectual Disability Differ Based on Severity?

Difficulty Level: Easy 10. Medications frequently prescribed to reduce challenging behaviors in youths with intellectual disability are ______. a. antidepressants b. antipsychotics c. anxiolytics d. sedatives Ans: B Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Knowledge Answer Location: Medication Difficulty Level: Easy 11. Millie has an intellectual disability (ID). She had delays sitting up and walking as an infant and has been diagnosed with a biological anomaly, though now, at age 6, she can use the toilet on her own.

Which degree of intellectual disability does Millie most likely have? a. mild b. moderate c. severe d. profound Ans: C Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Application Answer Location: Severe Intellectual Disability (Adaptive Functioning Scores 25-40) Difficulty Level: Hard 12. What is the main difference between the DSM and AAIDD definitions of intellectual disability? a. Only the DSM includes intellectual impairment. b. Only the DSM includes adaptive functioning. c. Only AAIDD focuses on needed supports. d. Only AAIDD requires impairment to occur during the developmental period.

Ans: C Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Needed Supports Difficulty Level: Hard 13. What is the main difference between response cost and time out? a. Response cost is positive punishment, while time out is negative punishment. b. Response cost is implemented by therapists, while time out is implemented by parents or caregivers. c. Response cost is the withdrawal of a specific quantity of reinforcers, while time out is the withdrawal of reinforcers for a specific amount of time. d. Response cost has been shown to be effective, while time out has not.

Ans: C Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Negative Punishment Difficulty Level: Hard 14. Neil has been having tantrums. Neil’s behavior analyst tells Neil’s mom to ignore Neil’s next tantrum.

Which of the following is true of this approach? a. It is negative reinforcement. b. It is a more aversive approach than positive punishment. c. It will likely decrease the rate of Neil’s tantrums immediately. d. It will likely be a slow but effective means of reducing Neil’s tantrums.

Ans: D Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Application Answer Location: Negative Punishment Difficulty Level: Medium 15. Which of the following is true of children with global developmental delay (GDD)? a. All will go on to be diagnosed with intellectual disability. b. It is called a delay because those with GDD will eventually catch up to their peers. c. They are usually diagnosed within the first year of life. d. They almost always have a genetic disorder such as Down syndrome that explains their problem.

Ans: C Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Comprehension Answer Location: What Is Global Developmental Delay?

Difficulty Level: Medium 16. The standard test for infants with global developmental delay (GDD) is a. chromosomal microarray (CMA) b. G-banded karyotyping c. fMRI d. genome hybridization Ans: A Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Knowledge Answer Location: Identification Difficulty Level: Medium 17. Dylan always moves her fingers in the same pattern. Which of the following is true of Dylan? a. She is exhibiting a motor stereotypy. b. She requires behavioral treatment. c. She can be diagnosed with stereotyped movement disorder. d. She is almost certainly an infant as it is very rare for children past infancy to engage in these behaviors.

Ans: A Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Application Answer Location: Stereotypies Difficulty Level: Medium 18. Which of the following is NOT a way of describing and categorizing self-injurious behaviors as discussed in the text? a. by severity b. by setting c. by frequency d. by purpose Ans: B Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Self-Injurious Behaviors Difficulty Level: Easy 19. Which of the following is true of self-injurious behaviors (SIBs)? a. Almost all children with intellectual disability engage in SIBs. b. SIBs are most commonly seen in children with severe and profound intellectual and adaptive impairments. c. SIBs are less common in individuals with comorbid intellectual disability and autism spectrum disorder. d. Eye gouging is the most common SIB. Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay.

List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Self-Injurious Behaviors Difficulty Level: Medium 20. Every night, Melinda throws the utensils when asked to set the dinner table. Which of the following is true? a. Having Melinda pick up the utensils, wash them, and reset the table would be an example of overcorrection. b. Having Melinda practice setting the table in the morning would be an example of positive practice because it comes before the anticipated unacceptable behavior of that evening. c. Having Melinda no longer set the table would be an example of negative punishment. d. Ignoring Melinda’s outburst would be a response cost.

Ans: A Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Application Answer Location: Positive Punishment Difficulty Level: Hard 21. Which of the following was NOT a piece of evidence discussed in the text that provides support for the endorphin hypothesis for self-injurious behaviors (SIBs)? a. Rats whose endorphin centers were lesioned never engaged in SIBs. b. People with intellectual disability who show SIBs display a significant endorphin release after engaging in the SIB. c. Many people with intellectual disability and SIBs have abnormalities in the way opioid receptors work in their brains. d. Blocking opioid receptors by administering drugs has been shown in some studies to reduce SIBs. Ans: A Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Self-Injurious Behaviors Difficulty Level: Hard 22. Zander is engaging in self-injurious behavior by biting his lips until they bleed. His therapist praises him when he talks, chews gum, or even sticks out his tongue, because when he engages in these behaviors he cannot bite his lips. This approach is ______. a. differential reinforcement of incompatible behaviors b. differential reinforcement of zero behavior c. punishment by contingent stimulation d. overcorrection Ans: a Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Application Answer Location: Positive Reinforcement Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

23. Which interventions tend to be most helpful in reducing aggressive acts in those with intellectual disability ? a. psychodynamic therapy b. communication training c. cognitive skills training d. social interaction therapy Ans: B Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Physical Aggression Difficulty Level: Medium 24. What particular term is used to refer to the presence of mental disorders among individuals with intellectual disability (ID)? a. comorbidity b. dual diagnosis c. diagnostic overshadowing d. concomitant disorder Ans: B Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Knowledge Answer Location: Comorbid Disorders Difficulty Level: Medium 25. Which of the following is true of the prevalence of intellectual disability (ID)? a. Since a person’s IQ is stable, someone diagnosed with ID in childhood always continues to qualify for a diagnosis later in life. b. The prevalence of ID is 2.2% because that is the percentage of individuals who fall 2 standard deviations below the mean on the normal curve of IQ scores. c. Screening adults for ID results in a much lower prevalence rate than screening school-age children. d. ID occurs in equal rates in males and females.

Ans: C Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Common Is Intellectual Disability?

Difficulty Level: Medium 26. Towanda is engaging in challenging behaviors, such as tantrumming and throwing objects. A behavior analyst conducts a functional behavior analysis and notices Towanda is most likely to display these behaviors when she’s asked to engage in a difficult and undesirable task. Which of the following is likely true? a. Towanda’s challenging behaviors were likely maintained by positive social reinforcement. b. Towanda’s challenging behaviors were likely maintained by negative reinforcement. c. Towanda’s challenging behaviors were likely automatically reinforced. d. Towanda’s challenging behaviors were likely maintained by positive punishment.

Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Application Answer Location: Applied Behavior Analysis Difficulty Level: Medium 27. Which of the following is not a difference between children with organic intellectual disability (ID) and those with cultural–familial ID? a. Those with organic ID tend to have higher IQ scores. b. Those with organic ID are less likely to have medical complications. c. Those with cultural–familial ID tend to have abnormal physical features. d. Those with cultural–familial ID often have relatives with low intellectual functioning.

Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Zigler’s Classification Difficulty Level: Easy 28. The similar sequence and similar structure hypothesis ______. a. posits that children whose brains have the typical structure will proceed through the same stages of cognitive development, while those with brain abnormalities will not b. holds that children with intellectual disability will proceed through the same stages of cognitive development as typically developing children, but that the children with intellectual disability will proceed through each stage incompletely c. has been shown by research to apply equally to those with organic intellectual disability as to those with cultural–familial intellectual disability d. holds for those with cultural–familial intellectual disability, but only the similar sequence component reliably holds for those with organic intellectual disability Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Similar Sequence and Similar Structure Hypothesis Difficulty Level: Medium 29. To determine a behavior’s purpose, a behavior analyst places a child in four different conditions. In which condition would the behavior analyst respond, “Stop that,” when the child engages in the problem behavior? a. attention condition b. demand condition c. alone condition d. play condition Ans: A Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Application Answer Location: Applied Behavior Analysis Difficulty Level: Medium 30. Which of the following is true of conditions that cause intellectual disability (ID)? a. Over 500 unique causes of ID that have been identified.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. Genetic mutation is a category of causes that result in ID. c. Known conditions explain nearly 100% of cases of ID. d. Down syndrome is a chromosomal abnormality that can cause ID. Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?

Difficulty Level: Medium 31. Which of the following is true of Down syndrome? a. The most common form of the disorder is also known as trisomy 21. b. Trisomy 21 is an inherited disorder. c. It is due to disjunction. d. It cannot occur due to problems in mitosis.

Ans: A Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Down Syndrome Difficulty Level: Medium 32. For a behavior analyst, duration recording would be most useful ______. a. in setting an operational definition of the problem behavior b. for behaviors that occur frequently and have a clear beginning and ending c. for behaviors that occur frequently without clear beginnings and endings d. for behaviors that take a long time to resolve Ans: D Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Applied Behavior Analysis Difficulty Level: Medium 33. Which of the following is true regarding the strengths and weaknesses of children with Down syndrome? a. Most children with Down syndrome show impairments in the first year of life. b. Most children with Down syndrome have trouble with articulating speech. c. Most children with Down syndrome show severely impaired visual–spatial reasoning. d. Children with Down syndrome are more likely to develop psychiatric disorders than other children with intellectual disabilities are.

Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Down Syndrome Difficulty Level: Medium 34. Which of the following is NOT a similarity between Down syndrome and Prader-Willi syndrome? a. Both are genetic disorders. b. Both relate to missing paternal genetic information. c. Both result in relative strengths in visual–spatial skills.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Both are associated with reduced life expectancy, compared to typically developing individuals.

Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?

Difficulty Level: Medium 35. Hyperphagia is associated with which condition? a. Down syndrome b. Angelman syndrome c. Williams syndrome d. Prader-Willi syndrome Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Knowledge Answer Location: Prader-Willi Syndrome Difficulty Level: Easy 36. Which of the following is NOT associated with Prader-Willi syndrome? a. hoarding b. physical outbursts c. obsessions and compulsions d. depression Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Knowledge Answer Location: Prader-Willi Syndrome Difficulty Level: Medium 37. Which of the following conditions is NOT associated with a happy demeanor? a. Down syndrome b. Prader-Willi syndrome c. Angelman syndrome d. Williams syndrome Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?

Difficulty Level: Medium 38. What is the difference between event recording and interval recording? a. Event recording is used by a behavior analyst, whereas interval recording is used by a teacher. b. Event recording is a type of observation, whereas interval recording is a type of assessment. c. Event recording refers to how many times a behavior occurs in an allotted period of time, whereas interval recording refers to whether or not the problem behavior occurs in each brief time segment of analysis.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Event recording refers to how often a problem behavior occurs during a particularly salient event (such as a birthday party), whereas interval recording refers to how often a problem behavior occurs during an uneventful interval (such as the month of March).

Ans: C Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Applied Behavior Analysis Difficulty Level: Medium 39. What is the relationship between the cause of Prader-Willi syndrome and the cause of Angelman syndrome? a. Both involve chromosome 15; Prader-Willi involves a deletion of genetic material on this chromosome, while Angelman Syndrome involves extra material on this chromosome. b. Both involve chromosome 15; Prader-Willi involves a deletion of genetic material from the father whereas Angelman involves a deletion of genetic material from the mother. c. Both involve the deletion of genetic material; Prader-Willi from chromosome 15 and Angelman from chromosome 16. d. Both involve nondisjunction; Prader-Willi on chromosome 15 and Angelman on chromosome 16 Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?

Difficulty Level: Medium 40. Seizures are most commonly seen in which of the following disorders? a. Down syndrome b. Prader-Willi syndrome c. Angelman syndrome d. Williams syndrome Ans: C Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?

Difficulty Level: Medium 41. Billy, who has intellectual disability, has been “acting out,” according to his parents. What is his behavior analyst’s first job? a. to operationally define acting out b. to determine the antecedents of the acting out c. to determine the consequences of the acting out d. to observe the child’s behavior Ans: A Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Applied Behavior Analysis Difficulty Level: Medium 42. Which of the following conditions is most associated with anxiety?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. Down syndrome b. Prader-Willi syndrome c. Angelman syndrome d. Williams syndrome Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?

Difficulty Level: Medium 43. Which of the following conditions is associated with schizophrenia? a. Down syndrome b. 22q11.2 DS c. Angelman syndrome d. Williams syndrome Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?

Difficulty Level: Medium 44. What is the relationship between a CGG nucleotide sequence on the X chromosome and the development of Fragile X syndrome? a. Anyone who has a CGG nucleotide sequence repeating more than twice on the X chromosome will show symptoms of Fragile X syndrome. b. Any male who has a CGG nucleotide sequence repeating more than twice on the X chromosome will show symptoms of Fragile X syndrome. c. Anyone who has more than 50 repeats of the CGG sequences usually shows symptoms of Fragile X syndrome d. In general, the more repeats of the CGG nucleotide sequence, the more severe the children’s cognitive impairments.

Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Fragile X Syndrome (FMR-1 Disorder) Difficulty Level: Medium 45. In what ways do boys and girls with Fragile X syndrome differ? a. Boys tend to show a more severe form of the disorder. b. Girls tend to produce less FMRP because both of their X chromosomes are typically affected, creating a more severe version of the disorder. c. Physical abnormalities are more common in girls with Fragile X than in boys with Fragile X, while behavioral challenges are more common in boys with Fragile X than in girls with Fragile X. d. Boys with Fragile X show more problems in simultaneous processing while girls with Fragile X show more problems with sequential processing.

Ans: A Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Fragile X Syndrome (FMR-1 Disorder) Difficulty Level: Medium 46. Which of the following is the most common cause of severe intellectual disability (ID) in girls? a. Angelman syndrome b. Rett syndrome c. fetal alcohol syndrome d. Down syndrome Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Rett Syndrome Difficulty Level: Medium 47. An individual has PKU. Which of the following must be true? a. His biological parents must both have had PKU. b. At least one of his biological parents must have had PKU. c. At least one of his biological parents must have been a carrier for PKU. d. Each of his parents must have either been a carrier for, or had, PKU. Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Application Answer Location: How Can Metabolic Disorders Cause Intellectual Disability?

Difficulty Level: Hard 48. Which of the following is a metabolic disorder that can cause intellectual disability? a. Angelman syndrome b. Down syndrome c. PKU d. Rett syndrome Ans: C Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Metabolic Disorders Cause Intellectual Disability?

Difficulty Level: Medium 49. Which of the following is true of PKU? a. It always results in intellectual disability. b. It is a condition in which intellectual disability can be reversed by adhering to a strict diet. c. It is a condition in which intellectual disability can be prevented by adhering to a strict diet. d. It is a condition in which intellectual disability can result if an individual is on a vegetarian diet.

Ans: C Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Can Metabolic Disorders Cause Intellectual Disability?

Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 50. Expectant mothers are advised to avoid cleaning cats’ litter boxes while pregnant to prevent which condition? a. toxoplasma b. rubella c. cytomegalovirus d. Zika virus disease Ans: A Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Knowledge Answer Location: Maternal Illness Difficulty Level: Medium 51. Delivery by Caesarean ______. a. increases the risk of intellectual disability in the child b. can minimize the risk of contracting Herpes simplex type 2 or HIV/AIDS from an infected mother c. can increase the risk of contracting Herpes simplex type 2 or HIV/AIDS from an infected mother d. decreases the risk of intellectual disability by Down syndrome in the child Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Maternal Illness Difficulty Level: Medium 52. Which condition is most likely to lead to microcephaly? a. toxoplasma b. rubella c. cytomegalovirus d. Zika virus disease Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Knowledge Answer Location: Maternal Illness Difficulty Level: Medium 53. Which of the following is NOT a way a fetus or child might be exposed to lead in toxic amounts? a. if a mother is exposed to lead during gestation b. if a mother was exposed to lead in childhood and adolescence and consumes too much calcium during pregnancy c. if a mother was exposed to lead in childhood and adolescence and consumes too little calcium during pregnancy d. if a child ingests lead-based paint Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Lead Exposure Difficulty Level: Medium 54. Which of the following is NOT a recommendation for minimizing the risk of lead exposure?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. Regularly clean floors and other surfaces of the home. b. Remove shoes before entering the home. c. Never drink tap water. d. Limit exposure to toys that may contain lead-based paint.

Ans: C Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Knowledge Answer Location: Lead Exposure Difficulty Level: Easy 55. Which of the following is true of alcohol consumption during pregnancy and fetal alcohol spectrum disorder (FASD) in children? a. Mothers with alcohol use disorder almost always have children with FASD. b. Only women who binge drink during pregnancy have children with FASD. c. A minimum of 8 oz. of alcohol daily during pregnancy is typically required for the child to develop FASD. d. The American Academy of Pediatrics states that no amount of alcohol during pregnancy is safe.

Ans: D Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Alcohol and Other Drugs Difficulty Level: Medium 56. What is the difference between instructional technology and assistive technology? a. Only assistive technology falls under the category of universal design. b. Only assistive technology is used by all students. c. Only instructional technology refers to the presentation of ideas. d. Only instructional technology can take the form of software.

Ans: C Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Universal Design in the Classroom Difficulty Level: Medium 57. Which is true of the relationship between gestational age at birth and IQ scores? a. They are positively correlated. b. They are negatively correlated. c. They are only correlated if mother’s age and education are controlled for. d. They are not correlated.

Ans: A Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Analysis Answer Location: Complications With Pregnancy and Delivery Difficulty Level: Easy 58. Cultural–familial intellectual disability (ID) results from which of the following? a. genes b. the environment

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. the interaction of genes and the environment d. the interaction of multiple environments (within the home and outside the home) Ans: C Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: What Causes Cultural–Familial Intellectual Disability?

Difficulty Level: Medium 59. The Individuals with Disabilities Education Act requires that ______. a. children with disabilities be educated in the least restrictive environment possible b all infants and toddlers be identified and provided an individualized education program c. all school-aged children with disabilities be provided an individualized family services plan d. all children with disabilities be educated in the same classes as typically developing children in all circumstances Ans: A Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Mainstreaming and Academic Inclusion Difficulty Level: Medium 60. What have brain studies shown about the relationship between poverty and children’s cognitive development? a. Poverty causes about a 10% reduction in brain volume. b. Brain volume reductions of those in poverty were greatest in the problem-solving and memory areas of the brains. c. Though there were brain volume reductions in those with poverty, they did not confer a behavioral disadvantage in IQ. d. Brain volume reductions in those with poverty were associated with deficits in both IQ and academic achievement.

Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: What Causes Cultural–Familial Intellectual Disability?

Difficulty Level: Hard 61. Sattler (2014) identified two broad ways for parents to enrich their children’s home environment to help them achieve their intellectual potentials. Which of the following best describes their findings? a. Provide ample verbal stimulation and interact with children through talking, playing, and reading. b. Provide ample verbal stimulation and encourage academic achievement and curiosity. c. Provide significant mathematical concept training and rigorous use of flashcards, even at an early age. d. Provide ample verbal stimulation and discourage creative play and arts and crafts in favor of academically oriented tasks.

Ans: B Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: What Causes Cultural–Familial Intellectual Disability?

Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 62. Studies on mainstreaming have shown that children with intellectual disability who spent most of the school day with their typically-developing peers ______. a. had lower achievement scores and lower adaptive functioning than children assigned to special education classes b. had lower achievement scores but higher adaptive functioning than children assigned to special education classes c. had higher achievement scores and higher adaptive functioning than children assigned to special education classes d. had higher achievement scores but lower adaptive functioning than children assigned to special education classes Ans: C Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Mainstreaming and Academic Inclusion Difficulty Level: Medium 63. To determine whether early education programs can prevent intellectual disability, the Infant Health and Development Program assigned half of a group of premature, low-birth weight infants to an early intervention group with a program that lasted until age 3 and compared their outcomes to those of the infants in the control group. Which of the following best describes the findings of the study? a. Children who participated in the program had much higher IQs at 3, 5, and 8 years old than did children in the control group. b. Children who participated in the program had slightly higher IQs at 3, 5, and 8 years old than did children in the control group. c. Children who participated in the program had much higher IQs at age 3 and 5 than those in the control group but these differences disappeared by age 8. d. Children who participated in the program had slightly higher IQs at age 3 than those in the control group, but these differences disappeared by age 5.

Ans: D Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Infants and Toddlers Difficulty Level: Medium 64. Which of the following best describes results from studies on the effectiveness of Head Start and other preschool prevention programs? a. Overall, these programs have had no consistent measurable benefit on children’s IQ or other outcomes. b. Youths who participate in preschool programs are approximately an academic year ahead of kindergarten classmates who did not attend these programs. c. The benefits of preschool are generally lasting, continuing throughout elementary school. d. The benefits of preschool are greatest for minority children, youths from low-SES backgrounds, and youths at risk for developmental disability.

Ans: D Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Head Start and Preschool Prevention Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

True/False 1. The label Intellectual Disability tells us about a person’s etiology, symptoms, and likely outcome.

Ans: F Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Analysis Answer Location: What Is Intellectual Disability?

Difficulty Level: Medium 2. Because IQ is normally distributed in the population and 2.2% of individuals would be expected to earn IQ scores less than 70, the prevalence of intellectual disability is 2.2%.

Ans: F Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: How Common Is Intellectual Disability?

Difficulty Level: Easy 3. Those with cultural–familial intellectual disability (ID) are believed to have developed ID due to genetic predisposition toward the condition in combination with their environment.

Ans: T Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Zigler’s Classification Difficulty Level: Easy 4. If we know the cause of a child’s ID it would be classified as organic, even if the cause were environmental, such as the mother’s alcohol use during pregnancy.

Ans: T Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Zigler’s Classification Difficulty Level: Hard 5. Now that lead-based paint has been outlawed, lead poisoning from paint is no longer a concern in the United States.

Ans: F Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Lead Exposure Difficulty Level: Easy 6. Heroin use in a pregnant mother is much more likely to result in intellectual disability in the child than alcohol use by a pregnant mother is.

Ans: F Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Comprehension Answer Location: Alcohol and Other Drugs Difficulty Level: Medium 7. Punishment is typically the first type of treatment that is used to correct behavior.

Ans: F Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Positive Punishment Difficulty Level: Easy 8. Stimulant medications have been shown to reduce self-injurious behaviors in youths with intellectual disability because these medications increase the dopamine in the system.

Ans: F Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: Medication Difficulty Level: Medium

Essay 1. In what ways can challenging behavior adversely affect children?

Ans: It can physically hurt them, strain relationships with parents and cause rejection or ostracism from peers, limit children’s access to developmentally normative social experiences, interfere with learning and cognitive development, place a financial burden on families and the public.

Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.

Cognitive Domain: Comprehension Answer Location: What Challenging Behaviors Are Associated With Intellectual Disability? and What Is Global Developmental Delay?

Difficulty Level: Easy 2. What is the importance of the finding that different types of organic intellectual disability (ID) show particular characteristic patterns of cognitive and behavioral characteristics?

Ans: The information could be used to provide a more accurate prognosis, and help to plan the children’s education and needed supports across areas. It might allow more targeted interventions for improving adaptive functioning.

Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Analysis Answer Location: Behavioral Phenotypes Difficulty Level: Medium 3. How have the relative strengths of those with Down syndrome been capitalized on in teaching them to read?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: Because those with Down syndrome tend to have relatively unimpaired visual–spatial reasoning, they might be better able to learn to read by visually matching printed words with pictures and similarly manipulating words in other physical ways.

Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: ComprehensionAnswer Location: Down Syndrome Difficulty Level: Medium 4. In what ways might the characteristics of Williams syndrome (WS) predispose those with the condition toward anxiety problems?

Ans: “Dykens and Hodapp (2001) have suggested that the characteristic features of WS may place them at increased risk for developing anxiety problems. For example, their hyperacusis may make them especially sensitive to developing fears of loud noises. Early problems with balance and gait might contribute to fears of falling from high places. Their social sensitivity may place them at increased risk for social anxiety. Consequently, the fears of children with WS may stem from the interaction of genotype, early experiences, and the behavioral characteristics of WS.” Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.

Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.

Cognitive Domain: Analysis Answer Location: Williams Syndrome Difficulty Level: Medium 5. What is the difference between mainstreaming and inclusion?

Ans: Mainstreaming involves placing children with ID in classrooms with typically developing peers, to the maximum extent possible. Inclusion involves the education of children with ID alongside typically developing peers for all subjects, usually with the support of a classroom aide. Inclusion, therefore, is typically more all-encompassing than mainstreaming, and involves additional supports (an aide) to allow it to work.

Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Analysis Answer Location: Mainstreaming and Academic Inclusion Difficulty Level: Medium 6. Provide an example of universal design in the classroom.

Ans: “Universal design can be used to plan the way teachers introduce content to students, the format of instructional material, and the way students demonstrate their learning”. Tracing bodies to learn about anatomy and demonstrating the steps involved in writing a book report using graphic organizers can help all students better understand. Using instructional technology to provide more accessible/enriched instruction, such as a website with enhanced features would be another example. So would the use of assistive technology for assessment (such as using a digital or human scribe for those with motoric writing difficulties).

Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities. Cognitive Domain: Application Answer Location: Universal Design in the Classroom Difficulty Level: Medium 7. Provide an example of the use of positive punishment to correct behavior. Under what conditions would such an approach be used?

Ans: The book describes the story of Johanna who banged her head 100 times a day against her crib, causing bruises. Because reinforcement of incompatible and zero behaviors had not worked in this case, the parent consented to using positive punishment. A small, painful but not harmful electric shock was

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 administered to Johanna when she engaged in the behavior. Over time, this decreased the behavior to zero.

Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.

Cognitive Domain: Application Answer Location: Positive Punishment Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 6: Autism Spectrum Disorder Test Bank Multiple Choice 1. What was the primary difference between Leo Kanner’s observations of children with “early infantile autism” and Hans Asperger’s observations of “autistic psychopathy”? a. Only Kanner’s patients showed impairment in language. b. Only Asperger’s patients showed difficulties interacting with others. c. Only Kanner’s patients were overwhelmingly male. d. Only Asperger’s patients displayed an insistence on sameness.

Ans: A Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: What Is Autism Spectrum Disorder?

Difficulty Level: Hard 2. Which is true of language skills in those diagnosed with ASD? a. Language skills must be impaired for diagnosis. b. If language skills are impaired, children should instead be diagnosed with social/pragmatic communication disorder. c. Language skills needn’t be impaired for an ASD diagnosis, and most individuals diagnosed with ASD have unimpaired language skills. d. Language skills needn’t be impaired for an ASD diagnosis, though most individuals with ASD have impaired language.

Ans: D Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: What is Autism Spectrum Disorder?

Difficulty Level: Medium 3. Which of the following is NOT a specific area of deficit in the social communication of children with ASD? a. response to feedback and corrections by others b. interpersonal relationships c. nonverbal communication d. social–emotional reciprocity Ans: A Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Deficits in Social Communication Difficulty Level: Easy 4. Which of the following best describes how to reach the optimal outcome for ASD? a. Early treatment, ideally before age 3, is more important than intensive intervention in producing the best outcomes. b. The best outcomes involve both early treatment, ideally before age 3, and intensive treatment of at least 25 hours a week, with better outcomes for those who receive even more intensive treatment.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. After 25 hours of treatment per week, there is no additional advantage seen with more intensive treatment. d. Treatment in a group setting provides the best results.

Ans: B Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: What Interventions Have Limited Empirical Support?

Difficulty Level: Hard 5. Martin is always talking about trains. Even when his mom asks him what he’d like for dinner, he continues talking about train schedules. This is an example of ______. a. stereotyped or repetitive behaviors b. excessive adherence to routines or resistance to change c. restricted, fixated interests that are abnormal in intensity or focus d. hyper- or hypo-reactivity to sensory input Ans: C Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Application Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities Difficulty Level: Medium 6. Hand flapping is ______. a. an example of a restricted, fixated interest b. a stereotypy c. more common among those with ASD who have higher intellectual functioning d. present in virtually all individuals with ASD Ans: B Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities Difficulty Level: Medium 7. Which of the following is an example of echolalia? a. The TV announcer says, “And now, time for sports.” and Xavier says, “And now, time for sports.” b. Xavier spontaneously says to himself, “The big blue ball, the big blue ball” over and over again. c. Xavier’s mom says, “What would you like for dinner?” and Xavier says, “You would like chicken nuggets.” d. Xavier spends all day standing next to the canyon by his home yelling, “Echo, echo!”

Ans: A Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Application Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities Difficulty Level: Medium 8. Longitudinal studies of those with ASD have indicated which of the following? a. that deficits in social communication tend to precede restricted, repetitive behaviors or interests b. that restricted, repetitive behaviors or interests tend to precede deficits in social communication

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. that deficits in social communication tend to be more long lasting than restricted, repetitive behaviors or interests d. that deficits in restricted, repetitive behaviors or interests tend to be more long lasting than deficits in social communication Ans: A Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities Difficulty Level: Medium 9. Which of the following is NOT a specifier for the functioning of children with ASD in the DSM-5? a. age at which the disturbance first appeared b. medical condition or genetic disorder underlying the condition c. severity of each class of symptoms d. existence of language impairment Ans: A Learning Objective LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Specifying Symptoms Difficulty Level: Hard 10. Which of the following is true of the intellectual abilities of those with ASD? a. Almost all of those with ASD have intellectual functioning that qualifies them for a diagnosis of intellectual disability. b. Most of those with ASD have IQ scores that are below average, though not necessarily in the range for intellectual disability. c. New analyses of those with ASD have indicated very few (less than 25%) have IQ scores below average. d. About one-third of individuals with ASD have IQ scores that place them in the range of intellectual disability, about one-third have IQ scores that place them in the average range, and about one-third have IQ scores that place them in the above average range.

Ans: B Learning Objective LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Intellectual Disability Difficulty Level: Medium 11. A child with autism who says, “You want some water,” instead of “I want some water,” is exhibiting which of the following? a. pronoun reversal b. third-person self-reference c. abnormal prosody d. problems with pragmatics Ans: A Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Application Answer Location: Communication Disorders Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

12. Which of the following is NOT a component of treatment identified by the Society of Clinical Child and Adolescent Psychology as being most likely to yield benefits to children with ASD and their families? a. early intervention b. naturalistic setting (home if possible) c. engagement of parents d. monitoring of children’s progress Ans: B Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: What Interventions Have Limited Empirical Support?

Difficulty Level: Medium 13. Martha greets Mindy, who has ASD. “Hi, Mindy !” she says. Mindy replies, “That robot was the best one.” This is an example of which of the following? a. pronoun reversal b. third-person self-reference c. abnormal prosody d. problems with pragmatics Ans: D Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Application Answer Location: Communication Disorders Difficulty Level: Medium 14. If a child does not engage in restricted, repetitive behaviors, he or she ______. a. can still be diagnosed with ASD b. cannot be diagnosed with any condition c. can still be diagnosed with social (pragmatic) communication disorder d. should be diagnosed with intellectual disability Ans: C Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Communication Disorders Difficulty Level: Medium 15. Which of the following disorders is most commonly comorbid with ASD? a. ADHD b. anxiety c. obsessive–compulsive disorder d. schizophrenia Ans: A Learning Objective LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Behavioral and Emotional Disorders Difficulty Level: Easy 16. Which of the following is true of seizures in those with ASD?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. They are much less common than in the general population of typically developing individuals. b. They are much more common in those with comorbid intellectual disability than in those with ASD alone. c. They are much more common in those without comorbid intellectual disability than in those with comorbid intellectual disability. d. They are much more common in those with highly developed language than in those who are nonverbal.

Ans: B Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Medical Problems Difficulty Level: Medium 17. Which is true of ASD prevalence? a. It is reported to be much higher in the United States than in the Middle East. b. It is reported to be much higher in Western Europe than in the United States. c. It is reported to be about 0.5% in the United States. d. It is reported to be about 1.5% to 2% in the United States.

Ans: D Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Overall Prevalence Difficulty Level: Medium 18. The increase in ASD prevalence in the last 30 years may be explained by all of the following EXCEPT ______. a. greater awareness of ASD has led more youths with symptoms to be referred for diagnosis and treatment b. ASD is more prevalent in males and in the last 30 years there have been substantially more male than female babies born c. clinicians may be more willing to assign an ASD diagnosis, as it grants access to services d. the criteria for ASD are broader now than in the past, and clinicians may be willing to assign the diagnosis even to those who don’t fully meet the criteria Ans: B Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Overall Prevalence Difficulty Level: Easy 19. Visual scene displays are especially useful for which of the following? a. individuals with well-developed speech who have relative deficits in visual–spatial processing b. older children who have already acquired the use of simple communication systems c. toddlers who have trouble using more complex pictures or symbols d. infants in the first year of life Ans: C Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Speech-Generating Devices Difficulty Level: Medium 20. One reason described in the text that ASD may be disproportionately diagnosed in males is ______. a. high levels of male hormones in utero can affect the developing brain, particularly in the limbic system and frontal cortex, which largely process social information b. the X chromosome is protective against ASD, because ASD appears to be an X-linked condition c. socialization of females tends toward praise for repetitive behaviors, such as washing dishes and folding clothes; thus, girls who exhibit these repetitive behaviors may not be diagnosed d. males with ASD tend to exhibit many more disruptive behaviors than girls with ASD, and so there may be more cause to seek diagnosis and treatment for males suspected of having the disorder Ans: A Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Gender, Socioeconomic Status, and Ethnicity Difficulty Level: Medium 21. Which of the following best explains the prevalence pattern of ASD among different SES groups? a. Lower SES groups likely have higher levels of ASD than do higher SES groups because lower SES groups have more exposure to teratogens and less exposure to high-quality nutrition. b. Lower SES groups likely have higher levels of ASD than do higher SES groups because lower SES groups tend to have greater rates of intellectual disability overall, which is highly correlated with ASD. c. Higher SES groups likely have higher levels of ASD than do lower SES groups because their greater access to healthcare may bring signs and symptoms of ASD to the attention of a health care provider more commonly and early on in life. d. Higher SES groups likely have higher levels of ASD because they are more likely to have their children in private school, which has a more liberal definition of ASD than other schools do.

Ans: C Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Gender, Socioeconomic Status, and Ethnicity Difficulty Level: Medium 22. Which is true of the differences in ASD prevalence across ethnicities? a. When SES is controlled for, differences in ASD prevalence across ethnicities disappear. b. White, non-Latino children are more likely to be diagnosed with ASD, even when SES is controlled for. c. Latino children are most likely to be diagnosed with ASD across all SES groups. d. African American children are more likely to be diagnosed with ASD in the United States, but those of African descent are least likely to be diagnosed in Europe.

Ans: A Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: Gender, Socioeconomic Status, and Ethnicity Difficulty Level: Hard 23. Which of the following is NOT a finding of prospective studies of infants later diagnosed with ASD? a. Eighteen-month-olds later diagnosed with ASD spend less time looking at others’ faces. b. Eighteen -month olds later diagnosed with ASD spend less time initiating social interactions with caregivers. c. Eighteen -month-olds later diagnosed with ASD often have a hyperactive response to their names.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Young children later diagnosed with ASD show delays in make-believe social play.

Ans: C Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: What Is the Prognosis for Children With ASD? Difficulty Level: Easy 24. Which of the following is NOT one of the three primary factors on which prognosis for ASD depends? a. number of settings in which the signs and symptoms manifest b. intellectual ability c. language ability d. social engagement Ans: A Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: What Is the Prognosis for Children With ASD? Difficulty Level: Easy 25. Which of the following is NOT true regarding the “refrigerator mother” as a cause for ASD? a. It is a theory developed by Bruno Bettelheim. b. It suggests that helping parents become warmer toward their children would treat ASD. c. It holds that dismissive parenting caused children to turn inward. d. It is the dominant causal theory of ASD to this day.

Ans: D Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Causes Difficulty Level: Easy 26. Which of the following pieces of evidence LEAST suggests a genetic component in ASD? a. the fact that the concordance rate for ASD is higher among dizygotic twins than among siblings b. the fact that parents who have a first child with ASD are more likely to have a second child with ASD than the general population of parents is c. the fact that monozygotic twins have a higher concordance rate for ASD than dizygotic twins do d. the fact that the environment explained 55% of the variance in ASD symptoms Ans: A Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Analysis Answer Location: Genetics Difficulty Level: Hard 27. Which of the following best describes the results of the Autism Genome Project? a. The majority of children with ASD have deletions or duplications of genetic material on specific chromosomes. b. The majority of children with ASD have a genetic abnormality or mutation on a single portion of one gene. c. The majority of children with ASD show the absence of neurexin 1, which produces proteins important to early brain development.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. The majority of children with ASD have causes that have not yet been explained.

Ans: D Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Genetics Difficulty Level: Medium 28. Which of the following is true of the relationship between parental age and ASD? a. Older mothers are more likely to have children with ASD, but paternal age is not associated with increased risk of ASD. b. Younger mothers are more likely to have children with ASD, but paternal age is not associated with increased risk of ASD. c. Older mothers are more likely to have children with ASD, and younger fathers are more likely to have children with ASD. d. Older mothers are more likely to have children with ASD, and older fathers are more likely to have children with ASD as well.

Ans: D Learning Objective LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Epigenetics Difficulty Level: Medium 29. Which of the following is an epigenetic explanation for the finding that paternal age has been shown to increase children’s risk for ASD? a. Older fathers are typically of higher SES, and higher SES is associated with increased risk for ASD. b. Spontaneous genetic mutations are more common in the sperm cells of older men. c. Environmental stressors over the man’s lifetime could lead to changes in the way genes are expressed. d. Older fathers are more likely to have learned about genetics and be more aware about the way their genes affect their children, leading to greater detection of ASD signs and symptoms in their offspring.

Ans: C Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Analysis Answer Location: Epigenetics Difficulty Level: Hard 30. Which of the following is true of the effectiveness of Picture Exchange Communication System (PECS)? a. It may be helpful for reducing challenging behaviors. b. It may be helpful for reducing stereotyped behaviors. c. It is most effective for older children and adolescents with ASD. d. It has not been shown to be more helpful than no communication training at all at reducing challenging or stereotyped behaviors.

Ans: A Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Picture Exchange Communication System Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 31. Which of the following best describes the pattern of head growth in children with ASD? a. smaller than average head circumference at birth, larger than average head circumference at age 1, smaller than average head circumference by late childhood. b. smaller than average head circumference at birth, average head circumference at age 1, larger than average head circumference by late childhood. c. larger than average head circumference at birth, average head circumference at age 1, smaller than average head circumference by late childhood. d. average head circumference at birth, larger than average head circumference at age 1, average head circumference by late childhood.

Ans: D Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Synaptic Density and Neural Connections Difficulty Level: Hard 32. The growth dysregulation hypothesis holds that ______. a. ASD is related to too much synaptic pruning in childhood, and too little in adulthood b. ASD is related to too little synaptic pruning in childhood, and too much in adulthood c. ASD is related to too much synaptic pruning in childhood and adulthood d. ASD is related to too little synaptic pruning in childhood and adulthood Ans: B Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Synaptic Density and Neural Connections Difficulty Level: Hard 33. Diffusion tensor imaging (DTI) has revealed which of the following? a. The brains of those with ASD tend to show much stronger connections between movement and sensation areas compared to the brains of typically developing individuals. b. The brains of those with ASD tend to show much weaker connections between movement and sensation areas compared to the brains of typically developing individuals. c. Siblings of those with ASD who went on to develop ASD did not show abnormalities in brain connectivity until after their ASD symptoms manifested. d. Siblings of those with ASD who went on to develop ASD showed abnormalities in brain connectivity 6 months before their ASD symptoms manifested.

Ans: D Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Synaptic Density and Neural Connections Difficulty Level: Medium 34. Which of the following is NOT a piece of evidence discussed in the text for the role of the amygdala in ASD? a. Increasing activity to the amygdala, through electroconvulsive therapy, produces increased sociability in individuals with ASD. b. People with ASD showed reduced amygdala activity as they attempted to infer the mental states of others. c. People with ASD often show reduced amygdala volume relative to healthy controls. d. Humans with damage to the amygdala often display deficits in social understanding that resemble those of high-functioning individuals with ASD.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: A Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Abnormalities of the Limbic System Difficulty Level: Medium 35. What is the difference between how typically developing individuals and individuals with ASD process facial information? a. Those with ASD take much longer to process faces than typically developing individuals do, preventing them from processing emotions in the time needed to have typical emotional interactions. b. Those with ASD process faces in the left fusiform gyrus, the area typically used for processing information about objects, while typically developing individuals process faces in the right fusiform gyrus. c. Those with ASD process faces in the right fusiform gyrus, the area typically used for processing information about objects, while typically developing individuals process faces in the left fusiform gyrus. d. Those with ASD process faces in the inferior temporal gyrus, the area typically used for processing information about objects, while typically developing individuals process faces in the right fusiform gyrus.

Ans: D Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Fusiform Gyrus Difficulty Level: Medium 36. Picture Exchange Communication System (PECS) involves a series of line drawings printed on cards that the child presents to caregivers to communicate. Which of the following is NOT true of PECS? a. The cards are the aids. b. The line drawings are the symbols. c. Handing the card to the caregiver is the strategy. d. Exchanging a picture–symbol for a desired item or behavior is positive reinforcement.

Ans: C Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Picture Exchange Communication System Difficulty Level: Hard 37. What is the evidence that the right fusiform gyrus is important to understanding social interactions in general and not just faces? a. Individuals with ASD do not show any activation in the right fusiform gyrus. b. Typically developing individuals show activation of the right fusiform gyrus when watching shapes behave in humanlike social ways, such as playing hide and seek. c. Typically developing individuals show activation of the right fusiform gyrus when reading stories about social interactions. d. Individuals with ASD show activation in the right fusiform gyrus when processing objects that are behaving in humanlike social ways.

Ans: B Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Analysis Answer Location: Fusiform Gyrus Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

38. If researchers show children with ASD faces of their mothers, particularly if these faces have a red dot on the forehead, their activity level in the right fusiform gyrus becomes close to normal. As described in the text, researchers have interpreted this to mean ______. a. children with ASD lack the motor control to focus their eyes on the appropriate stimulus b. children with ASD have malfunctioning visual processing that prevents them from preferring faces in most cases c. children with ASD have a functioning right fusiform gyrus, but ordinarily have deficits in the motivation to engage with social stimuli d. children with ASD have less experience with social stimuli, resulting in underdeveloped processing for these stimuli Ans: C Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Analysis Answer Location: Fusiform Gyrus Difficulty Level: Hard 39. Which of the following medications have been approved by the FDA for children with ASD who exhibit sleep problems? a. No medications have been approved for treating sleep problems in this population. b. natural melatonin c. synthetic melatonin d. both natural and synthetic melatonin Ans: A Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Knowledge Answer Location: Is Medication Effective for Youths With Autism Spectrum Disorder?

Difficulty Level: Medium 40. The deficits in executive functioning of children with ASD may be related to which brain area? a. fusiform gyrus b. inferior frontal gyrus c. prefrontal cortex d. limbic system Ans: C Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Prefrontal Cortex Difficulty Level: Easy 41. Which of the following have been approved by the FDA for children with ASD who exhibit challenging behaviors? a. Strattera and Abilify b. Abilify and Risperdal c. Risperdal and Ritalin d. Strattera and Concerta Ans: B Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Knowledge Answer Location: Is Medication Effective for Youths With Autism Spectrum Disorder?

Difficulty Level: Medium 42. Joint attention symbolic play engagement and regulation (JASPER) relies on what approach? a. cognitive behavioral therapy b. scaffolding c. discrete trial training d. reciprocal imitation training (RIT) Ans: C Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: What Treatments Are Effective for At-Risk Infants and Toddlers?

Difficulty Level: Medium 43. Which of the following best describes the pattern of eye movements of 2-year-olds when watching videos of a caregiver? a. Children with ASD and typically developing children both spent the greatest time looking at the caregiver’s mouth. b. Children with ASD and typically developing children both spent the greatest time looking at the caregiver’s eyes. c. Children with ASD spent the greatest time looking at the caregiver’s eyes, while typically developing children spent the most time looking at the caregiver’s mouth. d. Children with ASD spent the greatest time looking at the caregiver’s mouth, while typically developing children spent the most time looking at the caregiver’s eyes.

Ans: D Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Problems With Social Orientation Difficulty Level: Medium 44. Artie takes his toy robot with him to the museum. He holds him up to the dinosaurs and says, “Robot wants to see too !” This is an example of ______. a. a deficit in social understanding b. symbolic play c. social disorientation d. deficits in theory of mind Ans: B Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Application Answer Location: Delays in Symbolic Play Difficulty Level: Medium 45. In what way is symbolic play related to language acquisition, according to Jean Piaget? a. Both are flexible and elaborative. b. Both involve one thing standing for another. c. Both exist to connect us with the social and mental states of others. d. Both are only possible in people with average or above average intellectual functioning.

Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Analysis Answer Location: Delays in Symbolic Play Difficulty Level: Medium 46. Empathy involves which two components? a. understanding another’s mental state and how it relates to our own b. Understanding another’s mental state and how it gives rise to their emotions c. Understanding another’s mental state and feeling an appropriate emotional reaction d. feeling an appropriate emotional reaction and knowing the socially appropriate way to respond Ans: C Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Deficits in Theory of Mind and Empathy Difficulty Level: Medium 47. A therapist of a 4-year-old child with ASD watches how she plays with a toy bird by flying it in the air and then the therapist takes a similar toy bird and makes it fly, too. This is most likely associated with which type of treatment? a. reciprocal imitation training (RIT) b. joint attention symbolic play engagement and regulation (JASPER) c. pivotal response training d. TEACCH Ans: A Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Application Answer Location: What Treatments Are Effective for At-Risk Infants and Toddlers?

Difficulty Level: Medium 48. Theory of mind deficits in children with ASD ______. a. can be assessed by a true belief task b. are less severe than theory of mind deficits in children with Down syndrome c. likely underlie the challenges those with ASD can have in complex social interactions d. result from making incorrect assumptions about the mental states of others Ans: C Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Deficits in Theory of Mind and Empathy Difficulty Level: Medium 49. Which of the following lessons would benefit most from hand-over-hand assistance? a. learning that 2 + 2 = 4 b. learning to sit in a chair in the classroom instead of on the floor c. learning how to tie one’s shoes d. learning how to sound out a new word Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Application Answer Location: TEACCH Difficulty Level: Medium 50. Routine screening for ASD across children typically occurs ______. a. at age 12 months b. at the doctor’s office c. via the Autism Diagnostic Interview – Revised d. via brain scan Ans: B Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: How Is ASD Identified and Diagnosed?

Difficulty Level: Easy 51. In a classroom using the TEACCH approach, the basketball and the basketball hoop are painted the same color. This is an example of ______. a. scaffolding b. visual schedules c. hand-over-hand assistance d. structured teaching Ans: A Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Application Answer Location: TEACCH Difficulty Level: Medium 52. Early intensive behavioral intervention focuses on which of the following? a. overt behavior b. covert behavior c. issues underlying the behavior, such as parent–child attachment d. information processing and orienting issues Ans: A Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Early Intensive Behavioral Intervention Difficulty Level: Medium 53. What is the purpose of structuring the child’s environment in early intensive behavioral intervention? a. to be able to use the same approach for many different children b. to be able to more rigorously study the effectiveness of the approach c. to compensate for the deficits children with ASD have in learning from their typical, unstructured environment and increase the chances for success d. to build on one of the characteristics of ASD, preference for sameness Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Analysis Answer Location: Early Intensive Behavioral Intervention Difficulty Level: Hard 54. What is the goal of the TEACCH method? a. to allow children with ASD to become more self-sufficient in the wider world—for instance, when shopping or working b. to minimize the disruptive behaviors of children with ASD in the home c. to help children with ASD fit comfortably and effectively in the classroom d. to provide training to teachers so they better understand the relative strengths and weaknesses of individuals with ASD Ans: C Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: TEACCH Difficulty Level: Medium 55. Gina is participating in the UCLA Young Autism Project, developed by O. Ivar Lovaas. Her therapist places a car and a key in front of her and tells her to pick up the car. She does. Which stage of Lovaas’s program is she in? a. Stage 1 b. Stage 2 c. Stage 3 d. Stage 4 Ans: B Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Application Answer Location: Early Intensive Behavioral Intervention Difficulty Level: Hard 56. What was the result of research into the effectiveness of the UCLA Young Autism Project? a. It was no more effective than a control condition of referral to other professionals in the community. b. It only produced results if practiced for the full 40 hours per week of training; training at 10 hours per week produced effects no different than referral to other professionals in the community. c. The IQ gains seen at age 7 disappeared by age 10. d. Though there was an increase in skills in children who completed the UCLA Young Autism Project, this did not translate to higher rates of placement in classrooms with typically developing peers.

Ans: B Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Early Intensive Behavioral Intervention Difficulty Level: Hard 57. Which of the following is a limitation of Discrete Trial Training? a. It increases the motivation of children with ASD to engage in spontaneous interactions, but doesn’t always provide the skills for them to do so effectively.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. It provides general solutions to social problems the child may encounter, but children with ASD are often seeking specific solutions to specific problems. c. It limits the ability of those with ASD to self-manage and self-direct. d. The training it provides is so variable that consistent environments, such as a classroom, can be a challenge for children trained in this way.

Ans: C Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Pivotal Response Training Difficulty Level: Hard 58. Which of the following is true of the effectiveness and efficacy of pivotal response training? a. No randomized controlled trials have yet investigated the efficacy of pivotal response training. b. Every study yet conducted of pivotal response training has shown large improvements in children’s social communication, play, and language skills. c. Benefits of pivotal response training typically disappear after treatment ends. d. Pivotal response training can be as effective as traditional early intensive behavioral intervention.

Ans: D Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Pivotal Response Training Difficulty Level: Medium 59. Which of the following is NOT a true difference between pivotal response training and discrete trial training? a. Only pivotal response training is an early intensive behavioral intervention. b. Only pivotal response training teaches parents behavioral techniques to improve their children’s motivation and behaviors. c. Only pivotal response training uses direct reinforcers. d. Only discrete trial training requires that children successfully complete the desired behavior for a reward instead of merely attempt a behavior.

Ans: A Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Analysis Answer Location: Pivotal Response Training Difficulty Level: Medium

True/False 1. About half of individuals with ASD are nonverbal.

Ans: F Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Communication Disorders Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 2. Sleep difficulties are more common in youths with ASD than in typically developing youths.

Ans: T Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Medical Problems Difficulty Level: Easy 3. The prevalence of ASD has increased dramatically in the last 30 years.

Ans: T Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Easy 4. Mothers who have completed college are about two times more likely to have offspring with ASD than mothers who have not completed high school.

Ans: T Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Knowledge Answer Location: Gender, Socioeconomic Status, and Ethnicity Difficulty Level: Medium 5. Because no single gene has been determined to cause ASD, there is no genetic root to the disorder.

Ans: F Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Analysis Answer Location: Genetics Difficulty Level: Medium 6. ASD usually begins abruptly, often days before a diagnosis.

Ans: F Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Comprehension Answer Location: The Emergence of Autism Spectrum Disorder Over Time Difficulty Level: Easy 7. Between 85% and 90% of children in the UCLA Young Autism Project proceed through all six stages of the program.

Ans: F Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Early Intensive Behavioral Intervention Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 8. The goal of augmentative and alternative communication systems for individuals with ASD is to replace children’s verbal language.

Ans: F Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Augmentative and Alternative Communication Difficulty Level: Medium 9. High-tech augmentative and alternative communication systems have been shown to be more effective than low-tech systems such as PECS. Ans: F Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension Answer Location: Speech-Generating Devices Difficulty Level: Medium

Essay 1.What are some possible reasons that fewer children with ASD now qualify for intellectual disability than did so in the past?

Ans: It could be that ASD criteria have expanded to include more high-functioning individuals, or it could be a better understanding of how intellectual disability is and is not relevant to the central deficits of ASD, or a trend toward decreased diagnoses of intellectual disability overall.

Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Analysis Answer Location: Intellectual Disorder Difficulty Level: Medium 2. Describe some of the evidence for the heritability of ASD. Ans: If parents have one child with ASD, their risk of having a second child with ASD increases to 20% (from 1%–2%). Concordance rates for ASD among monozygotic twins are from 60% to 90%, while for dizygotic twins concordance is 5% to 20%.

Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: Genetics Difficulty Level: Medium 3. What is the importance of the finding that children with ASD spend more time looking at caregivers’ mouths than their eyes?

Ans: The eyes convey important information regarding the emotional quality and intent of others, that the mouth does not. This pattern of attention may mean that children with ASD miss facial cues important to understanding social situations; this interpretation is supported by the finding that the less time spent gazing at the caregiver’s eyes, the greater the degree of social impairment.

Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Analysis

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Problems With Social Orientation Difficulty Level: Medium 4. How might mind-blindness explain some of the social deficits shown by children with autism spectrum disorder?

Ans: Mind-blindness is the failure to understand that others have mental states. This lapse prevents them from understanding others’ motivations and makes social interaction much more inscrutable. It also may result in challenges in communication (particularly pragmatics) that relies in large part on understanding what has not been said (and others’ intentions) in the conversation.

Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Analysis Answer Location: Deficits in Theory of Mind and Empathy Difficulty Level: Medium 5. Although children are usually not diagnosed with autism spectrum disorder until they are 2 or 3 years old, these children often show problems with social communication and behavior as infants and toddlers.

What deficits might a 18-month-old child show that are associated with a later diagnosis of autism spectrum disorder?

Ans: They would have already shown delays in social skills, communication, and behavior. At 9 months, children later diagnosed with ASD are less likely to follow another’s gaze, show interest in social games (such as peekaboo) and point to objects than others are. They may also have a delay or deficit in language and an absence of creative, pretend play. Repetitive behaviors may onset at this time as well.

Learning Objective: LO 6.2. 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Cognitive Domain: Comprehension Answer Location: How Is Autism Spectrum Disorder Identified and Diagnosed?

Difficulty Level: Easy 6. The prevalence of youth diagnosed with autism spectrum disorder has increased dramatically over the past 30 years. Give two hypotheses for this increased prevalence.

Ans: There could be a real increase in the disorder, perhaps due to some environmental toxins, food additives, or other teratogens, and changes in lifestyle (nutrition, different family composition, etc.).

Alternatively, there could simply be an increase in diagnosis, without an increase in underlying rates of disorder. That could be because of an increase in awareness about the condition, and a greater willingness of clinicians to assign an ASD diagnosis to gain access to services, even when not all the criteria are fully met.

Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Analysis Answer Location: Overall Prevalence Difficulty Level: Medium 7. Are medications effective in helping children with autism spectrum disorder? For what symptoms (if any) are medications useful?

Ans: Abilify and Risperdal (antipsychotics) are approved for use in children with ASD to reduce their challenging behaviors and make it more likely that they can benefit from treatment. Sometimes sleep aids are also prescribed. But medications are not effective at reducing any of the core symptoms of ASD. Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Is Medication Effective for Youths With ASD? Difficulty Level: Medium 8. Can a child be diagnosed with ASD if he or she displays only marked deficits in social communication and hypersensitivity to sensory stimuli? Why or why not?

Ans: No, because a child needs to meet at least two criteria from the restricted, repetitive interests, behaviors and activities section, and this child would meet only one.

Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.

Cognitive Domain: Application Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 7: Communication and Learning Disorders Test Bank Multiple Choice 1. Which of the following is NOT part of the definition of language given in your text? a. It must be spoken or written. b. It involves a system of rules. c. It involves the organization of auditory or visual symbols. d. It is a way in which knowledge can be expressed and shared.

Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Communication Disorders Difficulty Level: Medium 2. Dolores is 4 and still has not acquired language. Which of the following is NOT a reason to consider an alternative to a language disorder diagnosis? a. We don’t know whether Dolores has intellectual disability. b. We don't know whether Dolores has hearing loss. c. Dolores is too young to be diagnosed. d. We don’t know if she appears healthy.

Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: What Is Language Disorder? Description Difficulty Level: Medium 3. Margie’s mother asks her to pick up the red cup and bring it to the table. Margie does. This shows Margie’s skills in ______. a. receptive language b. expressive language c. receptive and expressive language d. compliance only; this does not assess language Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: What Is Language Disorder? Description Difficulty Level: Easy 4. Which treatment seems to be most effective for improving higher-order math problem-solving for children with math disabilities? a. direct instruction b. self-instruction c. mediated/assisted instruction d. communication training Ans: B Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: What Treatments Are Effective for Children With Math Disabilities?

Difficulty Level: Medium 5. A 36-month-old of normal intelligence who produces only one-word phrases would be most likely to be diagnosed with which of the following? a. specific language impairment b. late language emergence c. speech sound disorder d. specific learning disorder Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Late Language Emergence Difficulty Level: Easy 6. What is the prognosis for individuals with late language emergence? a. Most will not develop any functional language. b. Most will remain significantly behind their peers in language skills. c. Most eventually develop language skills similar to their peers. d. Paradoxically, most of those who have received treatment outperform typically developing children by age 10.

Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Late Language Emergence Difficulty Level: Medium 7. Children with specific language impairment (SLI) are typically diagnosed ______. a. in the first year of life b. in the second year of life c. in preschool or kindergarten d. in high school Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Specific Language Impairment Difficulty Level: Easy 8. Which of the following is the least advanced strategy for producing the answer to 7 + 4 = 11? a. counting-all b. counting-on c. direct retrieval d. decomposition Ans: A Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Counting and Calculation Errors Difficulty Level: Easy 9. Marlene says, “I see two bike.” This is an example of an error in ______. a. phonology

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. morphology c. semantics d. pragmatics Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Specific Language Impairment Difficulty Level: Easy 10. Tina calls anything with writing on it (e.g., a book, label, billboard, etc.) a “sign.” This is an example of ______. a. overextension b. underextension c. problem with grammar d. problem with morphemes Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Specific Language Impairment Difficulty Level: Easy 11. Which of the following is NOT a piece of evidence discussed in the text for the genetic influence of language disorder? a. Specific genes on the 7th chromosome have been linked to language disorder. b. The prevalence of language disorder increases more than five times for kids who have at least one family member with the disorder. c. Siblings of those with language disorder, even when not diagnosed, often show subtle difficulties with phonemic awareness and grammar. d. Heritability estimates range from 0.5 to 0.75.

Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Genes and Brain Structure Difficulty Level: Medium 12. Which of the following best describes the relationship between the lateral sulcus and language disorder? a. Those with language disorder have a larger left lateral sulcus than right one. b. Those with language disorder have a smaller left lateral sulcus than right one. c. The size of the lateral sulcus is diagnostic—those who are right-handed and show no asymmetry almost always have language disorder. d. Many children with language disorder show no asymmetry in their lateral sulci.

Ans: D Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Genes and Brain Structure Difficulty Level: Hard 13. Which of the following has NOT been supported as a theory to explain language disorder? a. genes and brain structure b. deficits in auditory perception c. deficits in rapid temporal processing

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. bilingualism Ans: D Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: Genes and Brain Structure; Auditory Perception Problems; Deficits in Rapid Temporal Processing Difficulty Level: Easy 14. Donald, who has language disorder, tries to follow his mom’s directions. When she slowly speaks to him, he almost always does what she says, but when they are in a rush and she quickly tells him what to do, sometimes he can’t quite understand. This indicates that Donald might have which of the following? a. problems with auditory perception, for instance in discriminating between phonemes b. deficits in rapid temporal processing c. delays in short-term memory d. impoverished parent-child communication Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Deficits in Rapid Temporal Processing Difficulty Level: Medium 15. Devina is getting tested for language disorder. The clinician asks her to repeat back the following words, nonderstonker, tumtasnium, and billybumpkins. What is the clinician likely assessing? a. auditory perception problems b. problems with phonological short-term memory c. deficits in rapid temporal processing d. deficits in grammar Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Delays in Short-Term Memory Difficulty Level: Hard 16. Deficits in short-term memory may contribute to language problems in all of the following ways EXCEPT ______. a. Children who can’t remember what was said may not be able to attend to all of the morphological features of a sentence. b. Children with phonological short-term memory deficits may have underdeveloped vocabularies because they can’t process as many items in a list as those with typically functioning phonological shortterm memories. c. Children with phonological short-term memory deficits always have poor phonological awareness. d. Children with phonological short-term memory deficits have difficulty determining which sentences are equivalent in meaning because it is challenging for them to maintain both sentences in mind at the same time.

Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis Answer Location: Delays in Short-Term Memory Difficulty Level: Hard 17. Which of the following is NOT true of the verbal relationships between parents and their children with learning disorder?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. These parents tend to interact with their children less. b. These parents only begin to show impoverished communication toward their children after the children’s communication problems have been expressed for years. c. These parents tend to respond less often to what their children say. d. These parents tend to ask their children fewer questions.

Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Impoverished Parent–Child Communication Difficulty Level: Medium 18. Norman is counting rubber ducks in the bath. He points to the first rubber duck and says, “one two.”

Then he points to the second rubber duck and says, “three four.” Finally, he points to the third rubber duck and says, “five.” He says, “there are five ducks.” Norman is expressing difficulty with which of the following? a. one-to-one correspondence b. stable order c. cardinality d. animacy Ans: A Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Counting and Calculation Errors Difficulty Level: Easy 19. Which of the following best predicts children’s likelihood of developing math disability? a. intelligence b. performance on a number skills test c. memory d. baseline knowledge of math Ans: B Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Delays in Number Sense Difficulty Level: Medium 20. What is a tact? a. a pragmatic approach designed to make the child sensitive to the interlocutor’s feelings b. a touch cue to remind individuals with speech sound disorder how to articulate particular phonemes c. a command or description d. a request or question Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Discrete Trial Training to Increase Language Production Difficulty Level: Medium 21. Which of the following sentences would likely be least difficult for an older child with language disorder to produce? a. The puppy’s ears were long, shaggy, and brown.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. The puppy climbed into the crate and the cat climbed out. c. After the puppy rolled over, the cat climbed back in. d. The crate, which was gray and long, made a comfy nook for the puppy.

Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Discrete Trial Training to Increase Language Production Difficulty Level: Medium 22. Which of the following is true of conversational recast training? a. Mistakes must be corrected immediately. b. Reinforcement works best when it occurs every third or fourth trial. c. It works best for correcting problems with phonology. d. It involves tangible reinforcement, such as candy.

Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Conversational Recast Training to Correct Language Errors Difficulty Level: Hard 23. The primary feature that distinguishes milieu training from other treatments for language disorder is ______. a. it involves substantially more repetition b. it is presented to the child only by his or her caregiver, and not by a therapist c. it occurs in natural contexts d. it is used primarily with older children, and is not appropriate for children under the age of 6 Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis Answer Location: Milieu Training to Generalize Skills Difficulty Level: Medium 24. In which milieu training technique does the therapist wait for the child to request a desired object? a. mand-model b. delay c. incidental teaching d. silent Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Milieu Training to Generalize Skills Difficulty Level: Medium 25. The benefits of self-regulated strategy development are ______. a. specific to those with writing disabilities b. specific to expository writing c. attributed to the model planning and active engagement of students d. not maintained over time Ans: C Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Comprehension Answer Location: What Treatments Are Effective for Children With Disabilities in Written Expression?

Difficulty Level: Medium 26. A child who says, “Than-kuh you” instead of “Thank you” is demonstrating which of the following? a. an omission error b. a substitution error c. a sound distortion d. an addition error Ans: D Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: What Is Speech Sound Disorder? Description Difficulty Level: Easy 27. Which of the following is NOT one of the five sound problems common in kids with speech sound disorder? a. sound reversal b. lisp c. sound omission d. sound distortion Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Is Speech Sound Disorder? Description Difficulty Level: Medium 28. Maria always substitutes the /y/ sound for the /j/ sound. Which of the following is NOT true regarding her diagnosis? a. We need to know how old Maria is before determining whether Maria could meet criteria for a diagnosis. b. We need to know Maria’s dialect before determining whether Maria could meet criteria for a diagnosis. c. We need to know whether Maria speaks any other language before determining whether Maria could meet criteria for a diagnosis. d. We need to know whether the problem has persisted for at least 1 year before determining whether Maria could meet criteria for a diagnosis.

Ans: D Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: What Is Speech Sound Disorder? Description Difficulty Level: Medium 29. Which of the following spelling errors for the word dolphin most likely reflects underlying phonological processing problems? a. dolfin b. dollfin c. dofnil d. doffin Ans: C Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: What Causes Disabilities in Written Expression?

Difficulty Level: Medium 30. Speech sound disorder is usually diagnosed ______. a. when one speech sound is produced incorrectly more than 50% of the time b. when a child’s speech skills fall more than one standard deviation behind age-matched peers c. when a child consistently mispronounces at least three phonemes d. when the child is at least 6 years old Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment Cognitive Domain: Comprehension Answer Location: What Is Speech Sound Disorder? Causes Difficulty Level: Medium 31. Which of the following is true of the comorbidity of speech sound disorder and language disorder? a. DSM-5 prohibits these disorders from being comorbid. b. Speech sound disorder is almost always a precursor to language disorder, but is almost never comorbid with language disorder. c. Language disorder is almost always a precursor to speech sound disorder, but is almost never comorbid with speech sound disorder. d. Most estimates show that the majority of children with speech sound disorder may also have language disorder.

Ans: D Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Speech Sound Disorder? Causes Difficulty Level: Medium 32. Which is NOT true of speech therapy in helping young school-age children overcome speech sound disorder? a. It typically entails a combination of modeling and reinforcement. b. Therapy is not particularly effortful; most children respond almost immediately without substantial work. c. It relies on direct instruction. d. It is very effective, particularly for those with articulation impairments.

Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Speech Sound Disorder? Evidence-Based Treatments Difficulty Level: Medium 33. A child is asked to write an essay about his summer vacation. He writes, “Summer was very fun. I went in the pool every day. I went in the pool in the night. I went in the pool in the morning. I went in the pool in the afternoon. The pool was very, very, very, fun.” This child is displaying problems with all of the following EXCEPT ______. a. lexical diversity b. grammar c. sentence complexity d. story content Ans: B Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: What Causes Disabilities in Written Expression?

Difficulty Level: Easy 34. Which is true of neurological studies of stuttering? a. They tend to show large differences in brain structure and function between groups. b. They are nearly unanimous and have been replicated many times. c. There are not many studies investigating preschoolers who stutter. d. We know that the neurological differences are causes rather than effects because of longitudinal studies.

Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Childhood-Onset Fluency Disorder? Genetics and Neurobiology Difficulty Level: Medium 35. Which of the following is NOT part of the translation process in writing? a. phoneme awareness b. vocabulary c. how to hold a pencil d. identifying mistakes Ans: D Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: What Causes Disabilities in Written Expression?

Difficulty Level: Hard 36. According to psycholinguistic theory, most stuttering results from problems during ______. a. conceptualization b. formulation c. articulation d. cooperation Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: Psycholinguistics Difficulty Level: Medium 37. According to the covert-repair hypothesis stuttering is associated with which of the following? a. lower self-monitoring of speech b. higher self-monitoring of speech c. nonexistent self-monitoring of speech d. intermittent self-monitoring of speech Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Psycholinguistics Difficulty Level: Medium 38. What is the importance of modeling the strategy in the self-regulated strategy development (SRSD) program? a. It helps the child memorize the strategy.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. It illustrates the importance of the strategy. c. It makes the normally covert process overt and accessible. d. It prevents the student from skipping steps.

Ans: C Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: What Treatments Are Effective for Children With Disabilities in Written Expression?

Difficulty Level: Medium 39. Which of the following is typically a component to modify children’s speech motor behaviors? a. instructing children to yell b. instructing children to speak quickly c. reminding children of the importance of speaking fluently d. teaching children to whisper when speaking Ans: D Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Treatment for Younger Children Difficulty Level: Easy 40. The identification component of therapy for older children who stutter entails which of the following? a. self-identifying as a “stutterer” b. distinguishing between fluent and disfluent utterances of others c. identifying and describing their own instances of stuttering d. identifying a goal for speech fluency.

Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Treatment for Older Children Difficulty Level: Medium 41. As described in the textbook, therapists treating the social and emotional consequences of stutterers might use all of the following EXCEPT ______. a. martial arts training for mindfulness and to provide physical retaliation strategies against bullies b. working with teachers to identify and help with situations in which the child is most often teased c. teaching children to deal with teasing using humor in certain situations d. providing children problem-solving skills, such as how to avoid fights with peers Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Treatment for Older Children Difficulty Level: Easy 42. Which of the following is NOT one of the primary steps of the writing process? a. planning b. translating c. tailoring d. reviewing Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Knowledge Answer Location: What Causes Disabilities in Written Expression?

Difficulty Level: Easy 43. Which of the following is NOT a broad area of deficit in those with social (pragmatic) communication disorder? a. having challenges using communication for social purposes b. not understanding what is implied c. knowing the right word to express an idea d. experiencing problems carrying on conversations Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Social (Pragmatic) Communication Disorder? Description and Causes Difficulty Level: Medium 44. Which of the following is NOT a problem kids with social (pragmatic) communication disorder may have with narratives? a. omitting important information b. using vague or imprecise language c. never telling stories about individuals other than themselves d. presenting information out of order Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Social (Pragmatic) Communication Disorder? Description and Causes Difficulty Level: Medium 45. Children who seem to talk at others rather than talk with others and seem to have a limited awareness for others’ feelings have symptoms most consistent with which of the following disorders? a. social (pragmatic) communication disorder b. speech sound disorder c. language disorder d. childhood-onset fluency disorder Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: What Is Social (Pragmatic) Communication Disorder? Description and Causes Difficulty Level: Easy 46. A therapist who told her client with social (pragmatic) communication disorder, “Stop ! I liked how you were talking about the zoo. Tell me more about what you like about it,” would likely be trying to teach what skill? a. initiating conversation b. maintaining conversation c. turn taking d. conversational repair Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Application Answer Location: Initiating and Maintaining Conversations Difficulty Level: Easy 47. Which of the following is NOT a main reason conversational repair is a challenge for individuals with social (pragmatic) communication disorder? a. Those with social (pragmatic) communication disorder often talk to themselves in social contexts; the comprehension of the listener is therefore not a concern. b. Those with social (pragmatic) communication disorder are reluctant to interrupt and ask for more information when they don’t understand something. c. Those with social (pragmatic) communication disorder may have trouble understanding slang or figures of speech used in conversation. d. The more global deficits in the social domain for those with social (pragmatic) communication disorder impair conversational repair skills as well.

Ans: A Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Conversational Repair and Narratives Difficulty Level: Medium 48. Which of the following is NOT a component of conversational repair skill training? a. teaching the child to interrupt to ask for clarification from other speakers b. deliberately giving ambiguous commands c. showing pictures of people who look confused d. practicing responses to people who are angry Ans: D Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Conversational Repair and Narratives Difficulty Level: Hard 49. Which of the following is NOT considered a text enhancement? a. mnemonics b. large print c. cognitive maps d. computer-assisted instruction Ans: B Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Reading Comprehension Difficulty Level: Hard 50. Which is true of videotaped modeling as a form of social skills training? a. It is not effective. b. It involves recording the child so the child’s behavior can be broken down and understood later. c. It allows the child to review social skills outside of therapy using a tablet or other device. d. The evidence so far suggests that any gains in social skills it provides are present only in the setting modeled and do not generalize to other settings.

Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Social Skills Training and Videotaped Modeling Difficulty Level: Medium 51. Which of the following is NOT a component of speech fluency? a. rate b. complexity c. rhythm d. sequence Ans: B Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium 52. Which is true of prevalence of childhood-onset fluency disorder? a. It is more common in boys than in girls in early childhood, but equal between genders by kindergarten. b. The majority of those with childhood-onset fluency disorder also have a learning disability. c. Approximately 5% of children have problems with stuttering at some point in their early development. d. Boys are more likely to naturally recover from stuttering than girls are.

Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment Cognitive Domain: Comprehension Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium 53. Stuttering typically begins ______. a. gradually b. after age 6 c. slowly, but then speeds up d. in 2 weeks or less Ans: D Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium 54. Prognosis for childhood-onset fluency disorder is ______. a. poor; most do not recover without treatment b. poor; most do not recover even with treatment c. good; most recover, but it can take 4 to 5 years d. good; most recover within the first year of intervention Ans: C Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium 55. A teacher draws pictures of the three bears, their porridge, chairs, and beds, when reading “Goldilocks and the Three Bears.” This approach is likely designed to reinforce which of the following? a. story grammar b. grammar c. productive narrative

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. self-questioning Ans: A Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application Answer Location: Reading Comprehension Difficulty Level: Easy 56. Which of the following individuals would be most likely to rely on the definition of specific learning disorder as outlined in the DSM-5? a. teachers b. clinical psychologists c. social workers d. school psychologists Ans: B Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Learning Disabilities and Specific Learning Disorder Difficulty Level: Easy 57. Which of the following is NOT a component of the definition of specific learning disorder? a. Skills in one academic domain must be lower than skills in another academic domain (for instance, they must score lower in reading than in math). b. The child diagnosed must have a history of academic problems. c. The deficits must interfere with academic achievement, work functioning, or everyday life activities. d. The deficits must not be due to sociodemographic factors, such as inadequate instruction in school.

Ans: A Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Learning Disorder Difficulty Level: Medium 58. Which is NOT a component of the RAVE-O intervention? a. rapidity b. vocabulary c. elaboration d. orthography Ans: A Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Knowledge Answer Location: Reading Fluency Difficulty Level: Medium 59. Explicit instruction in phonics ______. a. has not been effective in improving the whole-word reading of those with reading problems b. produces gains, though smaller gains, than other types of reading instruction c. encourages grapheme/phoneme mapping and is associated with greatest reading improvement d. is most effective when provided for large groups where students can learn from each other Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Basic Reading Difficulty Level: Hard 60. IDEIA guarantees which of the following? a. the right to a free education, if the parent and child are insured b. the right for all children to be educated alongside students without disabilities c. the right to an Individualized Education Plan d. the right for teachers to make decisions about how best to educate the student Ans: C Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Learning Disabilities Difficulty Level: Easy 61. According to the response to intervention approach, ______. a. a learning disability can be identified when providing evidence-based interventions to the child that do not result in academic progress b. measuring the degree of improvement with intervention helps clinicians specify the severity of the child’s condition c. trying different interventions provides important information about the underlying cause of the learning disability d. gauging the child’s emotional reactions to intervention is important in determining the best treatment for learning disabilities Ans: A Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Response to Intervention Difficulty Level: Medium 62. Supplemental, small-group instruction in an academic domain in which a child has exhibited low performance in curriculum-based assessment would be considered ______. a. Tier I b. Tier II c. Tier III d. Tier IV Ans: B Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application Answer Location: Response to Intervention Difficulty Level: Medium 63. Based on the double-deficit model, if you knew that a child could read words accurately but her reading was slow and laborious, what other deficit might you expect? a. poor reading comprehension b. deficits in phonological processing c. deficits in phonetic mediation

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. poor narratives Ans: A Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application Answer Location: Reading Fluency and Comprehension Problems Difficulty Level: Medium 64. Which of the following is one benefit of comprehensive assessment in determining the existence of learning disabilities? a. It doesn’t involve norm-referenced tests, which may be culturally biased. b. It can better rule out alternative reasons for lack of response to intervention. c. It doesn’t involve multiple tiers, so treatment can begin more quickly. d. It is more cost-effective because substantially fewer children are referred for treatment under this approach.

Ans: B Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Analysis Answer Location: Comprehensive Assessment Difficulty Level: Medium 65. Which of the following is true of the prevalence of learning disabilities? a. The rate of learning disabilities is approximately 10% of children in U.S. schools. b. The percentage of children with learning disabilities has increased steadily over the last 10 years. c. The percentage likely overestimates the actual number of children with learning disabilities because some children who don’t meet criteria seek access to services. d. The percentage of parents who report that their child has a learning disability is higher than the number of children classified as having learning disabilities.

Ans: D Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: How Common Are Learning Disabilities? Prevalence Difficulty Level: Medium 66. Reading comprehension problems might be related to all of the following EXCEPT ______. a. slow processing speed b. poor verbal working memory c. poor attention d. underactive right hemisphere Ans: D Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Reading Fluency and Comprehension Problems Difficulty Level: Medium 67. Which of the following is true of the prevalence of learning disabilities in different ethnic groups? a. Those of African descent are most commonly classified with learning disabilities in the majority of countries that have been studied so far.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. Those of European descent are most commonly classified with learning disabilities in the majority of countries that have been studied so far. c. Low SES is almost entirely responsible for the differences in the prevalence of learning disabilities across ethnicities in the United States. d. A higher rate of learning disability appears in African American, Latino, and American Indian children even when controlling for SES. Ans: C Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: How Common Are Learning Disabilities? Gender, Ethnicity, and Culture Difficulty Level: Medium 68. The ability to sound out novel words is called ______. a. letter recognition b. phonemic awareness c. phonemic mediation d. phonemic segmentation Ans: C Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Basic Reading Problems Difficulty Level: Medium 69. Which of the following best describes differences in brain functioning between children with reading problems and children with typical reading? a. When reading, children with reading problems show greater left hemisphere activation in Broca’s and Wernicke’s area than typically developing readers do. b. When reading, children with reading problems show greater right hemisphere activation than typically developing readers do. c. When reading, children with reading problems who receive instruction in phonics show more bilateral activation than typically developing readers. d. When reading, children with reading problems who receive instruction in phonics show less bilateral activation than typically developing readers.

Ans: B Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Basic Reading Problems Difficulty Level: Medium 70. You know that your friend suffered a traumatic brain injury. You write her a card, and when she reads it, you notice her sounding out even the most simple words (such as the ) within it. Given this, which section of the brain do you think the traumatic brain injury most likely affected? a. the left back part. b. the right back part. c. the left front part. d. the right front part.

Ans: A Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Application Answer Location: How Common Are Learning Disabilities? Prevalence Difficulty Level: Medium

True/False 1. Grammar is relatively unimpaired in kids with specific language impairment.

Ans: F Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Specific Language Impairment Difficulty Level: Easy 2. Most children with speech sound disorder have phonological processing problems.

Ans: F Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Speech Sound Disorder? Description Difficulty Level: Medium 3. It is recommended that kids with social (pragmatic) communication disorder avoid conversations with others until they develop the skills necessary to engage in the conversations more productively.

Ans: F Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Initiating and Maintaining Conversations Difficulty Level: Easy 4. As with other disorders, childhood-onset fluency disorder is diagnosed only when the extent of the problems exceeds what would be expected based on the child’s age and gender.

Ans: T Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium 5. One benefit of the response to intervention approach to defining a learning disability is that only children who fail to respond to lower level interventions are referred for more intensive (and costly) special education services.

Ans: T Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Response to Intervention Difficulty Level: Medium 6. According to a comprehensive assessment approach, a child must show a cognitive processing problem to be determined to have a learning disability; documentation of a deficit in an academic skill is not sufficient.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: F Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Comprehensive Assessment Difficulty Level: Hard 7. White children are most likely to be classified with learning disabilities.

Ans: F Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: How Common Are Learning Disabilities? Gender, Ethnicity, and Culture Difficulty Level: Medium 8. Self-instruction involves a series of hints instead of a formal series of steps or a script.

Ans: F Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: What Treatments Are Effective for Children With Math Disabilities?

Difficulty Level: Medium

Essay 1. Describe how a therapist who is using discrete trial training to enhance verbal production might prompt a child to ask a question.

Ans: The therapist might present a new object to the child saying something like, “Look at this. You haven’t seen something like this before. Ask me, ‘What is that?’” When the child responds correctly, the therapist reinforces the behavior by saying, “Great job! You asked that question really well. This is a butterfly net. You can catch butterflies with it. Let’s see how it works.” (Any other appropriate example also acceptable.)

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Discrete Trial Training to Increase Language Production Difficulty Level: Medium 2. Mary’s toddler says, “pea-tut butter” for “peanut butter” and makes other similar errors. Should the toddler be diagnosed with speech sound disorder? Why or why not?

Ans: No, because such substitutions are developmentally appropriate for toddlers. If this persists such that the toddler makes significantly more errors (or more severe errors) than might be expected for her age, then a diagnosis might be considered.

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application Answer Location: What Is Speech Sound Disorder? Description Difficulty Level: Medium 3. How might challenges in the representation of phonemes lead to speech sound disorder?

Ans: When children have difficulty perceiving and differentiating phonemes, the mental representations they develop of phonemes are incorrect. As a result, children are unable to form appropriate ongoing

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 representations of the speech they hear. They then produce speech related to these inaccurate representations, perpetuating the problem.

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis Answer Location: What Is Speech Sound Disorder? Causes Difficulty Level: Medium 4. What is the evidence that the anticipatory-struggle theory of stuttering cannot explain all instances of stuttering?

Ans: Stuttering typically emerges between 24 and 48 months of age, but anxiety about public speaking isn’t reported until age 4 or 5 years. Also, not all who stutter report anxiety.

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis Answer Location: Learning and Emotion Difficulty Level: Medium 5. Boys are more likely than girls to be classified with a learning disability and receive special education services, but, community-based studies that involve screening all children for learning disabilities show few gender differences. Discuss at least one reason why this might be.

Ans: Perhaps boys are more likely to have disruptive behavior, increasing the likelihood for referral.

Perhaps girls’ low performance in academic domains is associated with negative stereotypes in the mind of the teacher that don’t indicate the performance as substandard.

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Analysis Answer Location: How Common Are Learning Disabilities? Gender, Ethnicity, and Culture Difficulty Level: Medium 6. How might slow processing speed relate to challenges with reading comprehension?

Ans: When lower level cognitive tasks are slower and effortful, it allows less material to remain in working memory with fewer resources available for higher order mental activity. When reading the words requires more effort, there is less available effort to spend on reading comprehension.

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Analysis Answer Location: Reading Fluency and Comprehension Problems Difficulty Level: Medium 7. Describe how problems in auditory perception may result in language problems.

Ans: Detecting subtle differences between phonemes is necessary for phonemic awareness. For instance, if children cannot differentiate between /s/ and /th/ when they hear them, they will not be able to distinguish, for instance, between the words thing and sing.

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders.

Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis Answer Location: Auditory Perception Problems Difficulty Level: Hard 8. How might challenges with working memory result in challenges with higher-order math skills?

Ans: Reading disabilities (which are often comorbid with math disabilities) may interfere with the ability to understand math word problems. Challenges with auditory working memory, attention, and working memory may make it more difficult to hold mathematical information in mind long enough that it can be

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 processed and an answer generated. Challenges with visual–spatial working memory can make interpreting charts and graphs challenging. Other math skills, such as geometry, and adding three-digit numbers also depend on visual–spatial skills.

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension Answer Location: Deficits in Math Reasoning Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 8: Attention-Deficit/Hyperactivity Disorder 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 2. Which of the following is an example of an impulsive symptom? a. difficulty listening to others b. difficulty remaining seated c. difficulty waiting one’s turn d. difficulty making a decision, indecisiveness 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 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? 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.

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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

4. How can clinicians determine whether a child’s inattentive or hyperactive-impulsive symptoms are developmentally inappropriate or excessive? 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. 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 5. How is severity of ADHD determined, according to the DSM-5? 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 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 6. Which is true of children with ADHD, predominantly hyperactive-impulsive presentation? 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.

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 7. The most common presentation of ADHD in clinical populations is ______. a. hyperactive-impulsive b. hyperactive c. inattentive d. combined

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 8. Which is true of the predominantly inattentive presentation of ADHD? 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.

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 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? 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.

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 10. Comorbidity in those with ADHD ______. a. is relatively uncommon b. is common, particularly among youths referred to mental health clinics c. typically involves schizophrenia d. typically involves depression 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 11. Which of the following best describes the relationship between ADHD and conduct problems?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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.

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 12. Adolescents with ADHD are at increased risk for substance use problems. Which of the following is NOT true of research explaining this link? 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.

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 13. Which of the following is true concerning the academic performance of those with ADHD? 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.

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 14. Psychostimulant medications, used to treat ADHD, are most likely to affect which part of the brain? a. amygdala b. hippocampus c. parietal lobe d. striatum Ans: D

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 15. Which of the following is best supported by the research on the interactions between parents and their children with ADHD? 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.

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 16. Which of the following best reflects common peer relationships for those with ADHD? 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.

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 17. Which of the following is true of sleep disorders in ADHD? 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. 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

18. Which of the following is NOT a piece of evidence described in the text indicating that sleep problems cause ADHD symptoms? 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.

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 19. Sluggish cognitive tempo is seen primarily in children with ______. 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 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 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? a. medication b. behavior therapy c. combined treatment d. social skills training 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 21. Which of the following is true of the prevalence of ADHD? 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.

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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 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? 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.

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 23. Girls are more likely than boys to ______. 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 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 24. Taken together, the findings regarding the effectiveness of various treatments for ADHD suggest which of the following? 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.

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 25. Studies investigating the behavioral genetics of ADHD have found which of the following? 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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Adopted children are more similar to their biological parents than to their adoptive parents with respect to ADHD symptoms and diagnosis.

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 26. The results of a large scale study to compare the efficacy of pharmacological and psychosocial treatments for ADHD found which of the following? 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.

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 27. The environmental risk factors most salient in their relationship to ADHD include all of the following EXCEPT ______. a. children exposed to cigarette smoke in utero b. hypoxia at birth c. high-crime neighborhoods d. breathing problems during sleep 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 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? a. the behavioral inhibition system (BIS) b. the behavioral activation system (BAS) c. the default mode network d. the motor cortex 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 29. Overactivity of the behavioral activation system has been theorized to be most related to which main symptom of ADHD? a. hyperactivity b. impulsivity

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. inattention d. sluggish cognitive tempo 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 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)? 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.

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 31. The evidence suggests that individuals with ADHD are more sensitive to ______ and less sensitive to ______. a. dopamine; serotonin b. serotonin; dopamine c. immediate rewards; delayed rewards d. delayed rewards; immediate rewards 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 32. Which brain region is largely responsible for inhibition and impulse control? a. globus pallidus b. orbitofrontal cortex c. dorsolateral cortex d. caudate 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 33. Putting children with ADHD to bed an hour earlier was found to ______. 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. produce self-reported benefits in behavior, but these were not confirmed by teachers 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 34. Which is true about the abnormalities in the frontal–striatal neural circuit in youths with ADHD? 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.

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 35. Which of the following is NOT part of the default mode network? a. medial prefrontal cortex b. medial parietal cortex c. medial temporal lobes d. medial occipital lobes 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 36. Which of the following best describes the effectiveness of special diets in helping children with ADHD? 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.

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 37. Problems with the default mode network most likely relate to which of the following primary symptoms of ADHD? a. impulsivity b. inattention c. hyperactivity d. sluggish cognitive tempo

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 38. The hippocampus is part of which neural circuit thought to underlie ADHD? a. the mesolimbic neural circuit b. the frontal-striatal neural circuit c. the dorsolateral prefrontal circuit d. the default mode network 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 39. What is the innovation of the Challenging Horizons Program? a. inclusion classes b. summer school c. afterschool program d. individual peer mentors 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 40. According to Barkley’s neurodevelopmental model, which of the following is NOT one of the three primary purposes of executive functions? 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.

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 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? a. working memory b. internalized speech c. emotion regulation d. creative problem solving 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

42. What is the unique aspect of behavioral classroom management? 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.

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 43. The most commonly prescribed medications for ADHD fall into which two broad classes? a. psychostimulants and antidepressants b. psychostimulants and amphetamine c. psychostimulants and methylphenidate d. amphetamine and methylphenidate 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 44. Which of the following best describes the difference in mechanism of action between methylphenidate and amphetamine? 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.

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 45. Which of the following is NOT a difference between different psychostimulants? a. method of action b. binding location c. method of delivery d. intended effects 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 46. Which of the following is a benefit of using an SNRI instead of a psychostimulant to treat ADHD? a. SNRIs are more effective. b. SNRIs produce positive effects more quickly. c. SNRIs affect more neurological systems.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. SNRIS have lower potential for misuse.

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 47. The results of meta-analysis examining the effectiveness of medications to treat ADHD have indicated which of the following? 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.

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 48. The results of the Preschool ADHD Treatment Study (PATS) indicated which of the following? 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.

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 49. Molly has ADHD. Her therapist has just started working with Molly’s mom. Which of the following is most likely? 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.

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 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? 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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 51. As discussed in the textbook, direct contingency management has been shown to result in all of the following EXCEPT ______. a. increasing attention b. increasing appropriate social behavior c. reducing disruptive behavior and aggression d. reducing obedience latency (time to obey a command) 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 52.Which is true of communication training for ADHD? 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.

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 53. How is response cost implemented in the Summer Treatment Program for ADHD? 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.

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 54. Which of the following is NOT a component of the Summer Treatment Program for ADHD? a. group therapy for parents b. direct contingency management c. academic instruction d. social skills training 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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Comprehension Answer Location: Summer Treatment Programs Difficulty Level: Medium 55. Comorbidity in those with ADHD ______. 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 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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 9: Conduct Problems in Children and Adolescents Test Bank Multiple Choice 1. Conduct problems are ______. a. the most common childhood mental health problems referred for diagnosis b. surpassed only by ADHD as a reason for pediatricians to refer to a mental health provider c. surpassed by anxiety disorders and depression as a reason for pediatricians to refer to a mental health provider d. infrequently referred to mental health providers because these issues are often not considered mental health issues, but instead “bad behavior” issues Ans: B Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions Cognitive Domain: Comprehension Answer Location: Oppositional Defiant Disorder and Conduct Disorder Difficulty Level: Medium 2. Which of the following is one key component of aggression replacement training? a. It is practiced in a group. b. It focuses on the use of punishment. c. It takes place in the classroom. d. It is usually mandated for those who have been arrested.

Ans: A Learning Objective: LO 9.3. Describe evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Analysis Answer Location: Aggression Replacement Training Difficulty Level: Medium 3. Which of the following is NOT suggested by the DSM-5 as a way to distinguish typical child behavior from childhood behavior problems? a. symptom number b. symptom frequency c. children’s overall developmental context d. situational context Ans: D Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Knowledge Answer Location: Oppositional Defiant Disorder Difficulty Level: Medium 4. How do clinicians determine if a child’s behavior is uncharacteristic for his or her age? a. observational assessment using analogue tasks b. interviews with siblings and/or classmates c. norm-referenced behavior rating scales d. performance on tests of impulse control and frustration tolerance Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Oppositional Defiant Disorder Difficulty Level: Medium 5. Which class of symptoms for ODD is characterized by problems controlling both emotions and overt actions? a. argumentative and defiant behavior b. angry or irritable mood c. vindictiveness d. aggression toward people and animals Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Oppositional Defiant Disorder Difficulty Level: Easy 6. Which dimension of ODD predicts the emergence of CD in adolescence? a. argumentative and defiant behavior b. angry or irritable mood c. vindictiveness d. aggression toward people and animals Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Oppositional Defiant Disorder Difficulty Level: Easy 7. Depressive disorders are associated with which dimension of ODD? a. argumentative and defiant behavior b. angry or irritable mood c. vindictiveness d. aggression toward people and animals Ans: B Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Oppositional Defiant Disorder Difficulty Level: Medium 8. In which of the following ways does ODD differ from ADHD? a. Symptoms must be present at an earlier age for a diagnosis of ODD than for a diagnosis of ADHD. b. Only ADHD involves problems regulating behavior. c. ADHD requires symptoms to be present in more settings. d. Only ADHD requires impairment in social, academic, or occupational functioning.

Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Analysis Answer Location: Oppositional Defiant Disorder Difficulty Level: Hard 9. When would a child with ODD be considered to have a severe form of the disorder? a. when it has persisted more than 2 years b. when it developed before the age of 6 years old c. when it appears in three or more settings d. When the outcome of the disorder requires extensive supports for appropriate functioning Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Oppositional Defiant Disorder Difficulty Level: Hard 10. Which of the following is NOT a category of symptoms for conduct disorder (CD)? a. aggression to people or animals b. destruction of property c. vindictiveness d. serious violations of rules Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Knowledge Answer Location: Conduct Disorder Difficulty Level: Easy 11. Breaking and entering is in which category of conduct disorder behaviors? a. aggression to people and animals b. destruction of property c. deceitfulness or theft d. serious violations of rules Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Application Answer Location: Conduct Disorder Difficulty Level: Medium 12. Aggression replacement trainng includes all of the following EXCEPT ______. a. skillstreaming b. meditation and mindfulness training c. anger control training d. moral reasoning training Ans: B Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge Answer Location: Aggression Replacement Training Difficulty Level: Easy 13. What is skillstreaming?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. a structured, psychoeducational activity in which a skill is introduced by a facilitator and defined by the group b. practicing a new social skill in a variety of contexts c. practicing a new social skill repeatedly in a single context until it is mastered d. an activity in which the skills needed to accomplish a task are written down and voted on by a group Ans: A Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge Answer Location: Aggression Replacement Training Difficulty Level: Medium 14. Which were the two dimensions along which Frick and colleagues were able to classify conduct problems? a. overtness and destructiveness b. overtness and confrontation c. destructiveness and duration d. destructiveness and rule-breaking Ans: A Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Knowledge Answer Location: Overt vs. Covert Problems Difficulty Level: Medium 15. Which class of conduct problems is covert and nondestructive? a. property violations b. aggression c. rule violations d. oppositional-defiant behavior Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Overt vs. Covert Problems Difficulty Level: Easy 16. Setting a fire would fall into which category of conduct problems? a. property violations b. aggression c. rule violations d. oppositional-defiant behavior Ans: A Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Overt vs. Covert Problems Difficulty Level: Medium 17. Mike is at a party where everyone is dancing close together. Another kid accidentally bumps into him, and Mike punches the kid. Mike’s behavior is an example of ______. a. proactive aggression b. reactive aggression

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. rule violations d. oppositional-defiant behavior Ans: B Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Application Answer Location: Reactive vs. Proactive Aggression Difficulty Level: Easy 18. Reactive aggression is associated with all of the following EXCEPT ______. a. impulsivity b. young children c. emotion regulation problems d. extra sensitivity to reinforcement Ans: D Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Reactive vs. Proactive Aggression Difficulty Level: Easy 19. Evidence on the efficacy of MST has indicated which of the following? a. It is effective in the short term, but 13 years after treatment, the effect disappears. b. It is effecitve in reducing misdemeanors but not felonies. c. It is effective in reducing adolescent antisocial behavior and may also have long-term positive effects. d. It is effective in reducing arrests, but not effective in reducing offenses committed, indicating it can backfire and teach youths ways to get away with their crimes.

Ans: C Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension Answer Location: Multisystemic Therapy Difficulty Level: Medium 20. The distinction between childhood-onset CD and adolescent-onset CD is ______. a. whether at least one symptom occurs before age 10 b. whether the criteria are fully met before age 10 c. whether the child is diagnosed before age 10 d. whether the condition is treated before age 10 Ans: A Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Childhood-Onset vs. Adolescent-Onset Problems Difficulty Level: Medium 21. Which factors are NOT associated with a youth with CD’s likelihood of devleoping ASPD? a. the number of covert symptoms the youth shows in adolescence b. the number of overt symptoms the youth shows in adolescence c. greater socioeconomic disadvantage d. childhood-onset of the CD Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Childhood-Onset vs. Adolescent-Onset Problems Difficulty Level: Hard 22. Which of the following is NOT a part of the “with limited prosocial emotions” specifier for CD? a. limited social support seeking b. lack of remorse or guilt c. lack of concern about performance d. shallow or deficient affect Ans: A Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Limited Prosocial Emotions Difficulty Level: Easy 23. Jaiden has been diagnosed with CD. Not only was he engaging in acts of physical aggression, setting fires (among other things) and lying, he also didn’t seem to feel sorry for any of these acts but did regret getting caught. Which of the following is true of Jaiden? a. He should be diagnosed with conduct disorder with limited prosocial emotions. b. He most likely had adolescent-onset CD. c. He is experiencing a lack of remorse or guilt. d. He is experiencing callousness or lack of empathy.

Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Application Answer Location: Limited Prosocial Emotions Difficulty Level: Medium 24. What is the best way to assess limited prosocial emotions? a. by asking the child to self-report b. by asking the parents to describe the symptoms and their duration and severity c. by seeking reports from multiple adults inolved in the child’s life d. through extensive interviews between the clinician and the child, which may involve role-playing or scenarios Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Limited Prosocial Emotions Difficulty Level: Easy 25. Research has shown that CD with limited prosocial emotions is ______. a. more common than CD without limited prosocial emotions b. associated with more instances of shoplifting and truancy c. associated with higher likelihood of serious, violent crime d. more common in childhood than in adolescence Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Limited Prosocial Emotions Difficulty Level: Easy 26. Those with CD with limited prosocial emotions may be especially resistant to treatment because of which of the following? a. They are less willing to establish a trusting relationship with a therapist. b. They will hide medication instead of taking it. c. They may be less sensitive to reinforcement. d. They view their behavior as less problematic than others with CD do.

Ans: A Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Limited Prosocial Emotions Difficulty Level: Hard 27. Which of the following is NOT a system addressed by MST? a. family b. peers c. community d. school Ans: C Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge Answer Location: Multisystemic Therapy Difficulty Level: Easy 28. Which of the following has NOT been posited regarding the nature of the association between ADHD and conduct problems? a. Shared genes explain the association. b. Genes predispose children to show oppositional behaviors, and then the responses by adults lead to ADHD symptoms. c. The hyperactive-impulsive symptoms of ADHD lead youths to engage in aggression and other antisocial acts. d. Difficulties controlling their emotions lead kids with ADHD to develop oppositional-defiant and aggressive behavior.

Ans: B Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Attention-Deficit/Hyperactivity Disorder Difficulty Level: Medium 29. Which of the following is NOT true regarding the relationship between conduct problems and substance use? a. Youths with conduct disorders are more likely to use substances than those without conduct disorder. b. Youths with conduct disorders begin using substances at earlier ages than those without conduct disorder. c. ODD and CD may be important, unique predictors of adolescent substance use problems.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. The relationship between conduct problems and substance use is mediated by ADHD. Ans: D Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Substance Use Problems Difficulty Level: Medium 30. Which of the following has NOT been proposed as a cause of the relationship between conduct problems and alcohol and drug use? a. Children with conduct problems and alcohol and drug use tend to be more attuned to negative than to positive reinforcement, causing them to seek negative reinforcement from substances and from engaging in deviant behavior. b. A common set of genes predisposes individuals to both conduct problems and substance use disorders. c. Disruptive children are typically first introduced to alcohol and drugs by older, deviant peers. d. Sensitivity toward rewards may predispose youths to both conduct problems and substance use.

Ans: A Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Substane Use Problems Difficulty Level: Medium 31. Among those with CD, which of the following comorbid conditions is more common among girls than among boys? a. ADHD b. anxiety or depression c. ADHD and anxiety or depression d. ADHD and substance use disorder Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: What Disorders Are Associated With Conduct Problems?

Difficulty Level: Hard 32. Recent research has supported which of the following theories of the relationship between conduct problems and depression? a. Depression and feelings of low self-worth cause conduct problems. b. Depressive smptoms are masked by children’s disruptive and aggressive behavior. c. Conduct problems usually precede depressive symptoms. d. Conduct problems turn into depressive symptoms because hatred for the world and society turns inward to become a hatred of oneself.

Ans: C Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis Answer Location: Anxiety and Depression Difficulty Level: Medium 33. Combining PSST and PMT ______.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. seemed to produce a cancelling effect, with behavior no better than control children b. did not provide any additional benefit to PSST alone c. did not provide any additional benefit to PMT alone d. produced better outcomes than either treatment alone Ans: D Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension Answer Location: Problem-Solving Skills Training Difficulty Level: Easy 34. Which of the following is true regarding the prevalence of conduct problems? a. Boys are more likely than girls to have CD, but are equally likely as girls to have ODD. b. Boys are more likely than girls to have ODD, but are equally likely as girls to have CD. c. Boys are more likely than girls to have CD, and are more likely than girls to have ODD. d. Boys and girls are equally likely to have CD, and are equally likely to have ODD. Ans: C Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: What Iis the Prevalence of Children’s Conduct Problems?

Difficulty Level: Easy 35. Which is true of the relative prevalence of conduct problems across time, as a function of gender? a. Rates are similar between boys and girls in preschool, then the rate of conduct problems increases overall in middle school, with boys having a higher rate than girls; by late adolescence the gap narrows. b. Rates are similar between boys and girls in preschool, but then the rate of conduct problems from middle school onward increases only for boys, while girls stay at the same low level. c. From preschool through adulthood, males always have a higher rate of conduct problems than females do. d. From preschool through middle school, boys have a higher rate of conduct problems but in late adolescence the gender gap narrows.

Ans: A Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: What Is the Prevalence of Children’s Conduct Problems?

Difficulty Level: Hard 36. The text describes a number of reasons girls might engage in relational aggression to a greater degree than boys do. Which of the following is NOT one of them? a. Girls view relational aggression as more deniable than other types of aggression. b. Girls are socialized differently and are discouraged from displaying anger through physical aggression. c. Girls may find relational aggression to be more effective than physical aggression. d. Girls’ comparatively advanced language skills make relational aggression possible at younger ages for them than for boys.

Ans: A Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: What Is the Prevalence of Children’s Conduct Problems?

Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 37. Social information-processing biases present in those with conduct problems are targeted by which of the following? a. PMT b. PCIT c. PSST d. MST Ans: C Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension Answer Location: Problem-Solving Skills Training Difficulty Level: Medium 38. Problems with emotion regulation can lead to the development of conduct problems in all of the following ways EXCEPT which of the following ? a. Young children’s emotional outbursts may make it more difficult for parents to respond sensitively and appropriately. b. Preschool-age children’s problems with emotion regulation may make it more diffiuclt for them to internalize rules and maintain appropriate behavior. c. Children who regulate their emotions too much often internalize disapproval and see threats even when they are not present. d. Intense negative emotional displays can lead to peer rejection, causing affiliation with other peerrejected children who may introduce them to antisocial behaviors.

Ans: C Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Emotion-Regulation Problems Difficulty Level: Hard 39. Teaching a child to ask, “What are all my possibilities?” is associated with improvement in which of the social processing steps? a. interpreting cues b. clarifying goals c. generating possible plans for action d. evaluating Ans: C Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension Answer Location: Problem-Solving Skills Training Difficulty Level: Easy 40. How do we know that some youths with difficult temperament show low emotional arousal? a. They have low resting heart rate, reduced brain activity, and low skin conductivity. b. They report not experiencing strong emotions. c. Their parents report low emotional responsiveness. d. They have trouble identifying the emotions of others.

Ans: A Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Low Emotional Arousal Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

41. Reprimands by parents are less effective for those with low emotional arousal primarily because these children have an impairment in the experience of which of the following? a. joy and sorrow b. disappointment and excitement c. fear and guilt d. anger and jealousy Ans: C Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis Answer Location: Low Emotional Arousal Difficulty Level: Medium 42. Those with low emotional arousal ______. a. are not interested in pursuing pleasure and excitement b. need more extreme experiences to obtain pleasure and excitement c. cannot experience pleasure and excitement d. need to engage in typical pleasurable experiences much more frequently to obtain pleasure and excitement Ans: B Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis Answer Location: Low Emotional Arousal Difficulty Level: Medium 43. Aggressive and delinquent behavior is most strongly associated with: a. ODD b. CD c. low emotional arousal d. high emotional reactivity Ans: C Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Low Emotional Arousal Difficulty Level: Medium 44. Which of the following is NOT a predictor of continued behavior problems after completing the Incredible Years program? a. high marital distress b. low socioeconomic status c. family history of substance abuse d. lead exposure Ans: D Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge Answer Location: Videotaped Modeling and the Incredible Years Program Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 45. A child sees a toy he wants in a store window. He asks for the toy. His mother says no. The child begins to tantrum. The mother is embarrassed and frustrated and rationalizes that it is just a small toy.

She gives in and buys the toy for her son, and the son stops crying. What is the result of this coercive family process? a. Both the child and the parent are positively reinforced. b. Both the child and the parent are negatively reinforced. c. The child is positively reinforced and the parent is negatively reinforced. d. The child is negatively reinforced and the parent is positively reinforced.

Ans: C Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Coercive Parent–Child Interactions Difficulty Level: Easy 46. Parents of disruptive children frequently alternate between which two types of parenting behaviors? a. authoritarian and authoritative b. authoritarian and hostile–coercive c. authoritarian and permissive d. permissive and hostile–coercive Ans: D Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Knowledge Answer Location: Modeling Physical Aggression Difficulty Level: Easy 47. Which of the following is NOT a disadvatage of positive punishment? a. It does not allow children to understand which actions should be avoided. b. It models hostile and aggressive behaviors to children. c. It doesn’t teach children new, prosocial beahviors. d. It rewards children, through negative reinforcement, for escaping punishment.

Ans: A Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Modeling Physical Aggression Difficulty Level: Easy 48. Research on the outcomes associated with the Incredible Years program indicates all of the following EXCEPT ______. a. children whose families participated in any of the treatment components showed more improvement in behavior than children whose families did not participate b. children whose families participated in multiple treatment components showed more improvement in behavior than children whose families participated in only one c. the most effective component of the program is the SCHOOL program d. about 25% of parents report that their children have significant behavior problems 3 years after completing treatment Ans: C Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Videotaped Modeling and the Incredible Years Program Difficulty Level: Medium 49. Which of the following is NOT especially associated with oppositional, defiant, and aggressive behavior in offspring? a. paternal depression b. maternal depression c. paternal antisocial behavior d. parental substance abuse Ans: A Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Knowledge Answer Location: Parents’ Cognitions and Mental Health Difficulty Level: Medium 50. Learning how to give effective commands to children is a component of which of the following? a. the child-directed interaction component of PCIT b. the parent-direct interaction component of PCIT c. PMT d. MST Ans: B Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension Answer Location: Parent–Child Interaction Therapy Difficulty Level: Easy 51. According to the social information processing model, which of the following is NOT one of the six problem-solving steps to resolve social situations? a. encoding cues about the social situation b. clarifying goals for the situation c. deciding on a response d. reporting thoughts or actions to others Ans: D Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: How Can Children’s Social Information Processing Contribute to Conduct Problems?

Difficulty Level: Medium 52. A child who has trouble encoding and interpreting situational cues would be most likely to show which of the following? a. proactive aggression b. reactive aggression c. social withdrawal d. social facilitation Ans: B Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: How Can Children’s Social Information Processing Contribute to Conduct Problems?

Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

53. Maverick’s mom says, “You can watch TV, but first you have to put away your toys.” This is an example of ______. a. negative reinforcement b. parent –child interaction training c. token economy d. Premack’s principle Ans: D Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Application Answer Location: Parent Management Training Difficulty Level: Easy 54. Which of the following is NOT a typical difference in social information processing between those who exhibit proactive aggression and typically developing individuals? a. Those with proactive aggression tend to ignore potentially important cues in the situation. b. Those with proactive aggression tend to prioritize instrumental over relational goals. c. Those with proactive aggression tend to emphasize the positive aspects of aggressive behavior. d. Those with proactive aggression tend to minimize the negative aspects of aggressive behavior.

Ans: A Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: How Can Children’s Social Information Processing Contribute to Conduct Problems?

Difficulty Level: Medium 55. Rich and Bobby have both been teased and ostracized by their peers. In part, this is because they each have exhibited disruptive and oppositional behaviors. So, Rich and Bobby become friends with each other. Their friendship is a tendency known as ______. a. controversial sociometric bias b. rejected association c. selective affiliation d. deviancy training Ans: C Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Application Answer Location: Peer Rejection and Deviancy Training Difficulty Level: Easy 56. Which is the most widely used and best supported treatment for conduct problems in children? a. parent management training b. multisystemic treatment c. problem-solving skills training d. parent–child interaction training Ans: A Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge Answer Location: Parent Management Training Difficulty Level: Medium 57. Why does early menarche place girls at risk for conduct problems?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. Those with early menarche are more likely to be using medications for physical or psychological conditions; these conditions confer the risk for conduct problems. b. Those with early menarche are more likely to be using medications for physical and psychological conditions; the side effects of these medications confers the risk. c. Those with early menarche are exposed to a much greater hormonal cascade than other individuals; the hormonal cascade confers the risk. d. Those with early menarche exhibit physical changes that can attract much older boys, who can introduce them to antisocial and sexual behavior; this social influence confers the risk.

Ans: D Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Peer Rejection and Deviancy Training Difficulty Level: Medium 58. Which of the following is NOT a way in which poorer neighboroods may confer greater risk for disruptive behavior problems in childhood? a. Poorer neighborhoods may lack institutional resources to meet children’s needs. b. Poorer neighborhoods may have less supervision of children’s afterschool activities. c. Poorer neighborhoods may have weaker social control networks to encourage prosocial behavior. d. Poorer neighborhoods, by virtue of their typically higher crime, may have higher parental monitoring, causing more children to rebel.

Ans: D Learning Objective: 9.2 Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Neighborhood Risk Difficulty Level: Easy 59. Is parent management training effective? a. Yes, but only for parents who are not under high stress. b. Yes, but parents with substance use or mental health problems are more likely to drop out. c. Yes, but only for adolescents; children may not have the cognitive ability to engage in it fully. d. No, a recent meta-analysis showed no improvement with parent management training compared to a no-treatment control group.

Ans: B Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension Answer Location: Parent Management Training Difficulty Level: Medium

60. Which of the following is the best predictor of which children with ODD will be on the childhood-onset CD path? a. peer rejection b. additional genetic risk c. difficult temperament d. hyperactive-impulsive behaviors in early childhood Ans: A Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Childhood-Onset Conduct Disorder Pathway Difficulty Level: Medium 61. Which of the following is NOT one of the three main pathways toward conduct problems? a. ODD only pathway b. childhood-onset CD pathway c. adolescent-onset CD pathway d. CD only pathway Ans: D Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Knowledge Answer Location: What Are Three Developmental Pathways Toward Conduct Problems?

Difficulty Level: Easy 62. Which is true of the course of childhood-onset CD? a. Those with callous-unemotional traits have a persistent form of the disorder, while others typically return to normal functioning within 2 years. b. The majority of those with childhood-onset CD will still have the condition 3 years later. c. The majority of those with the condition will develop psychopathy. d. Less than 5% of those with childhood-onset CD can be rehabilitated.

Ans: B Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Childhood-Onset Conduct Disorder Pathway Difficulty Level: Easy 63. The prognosis for those on the adolescent-onset CD pathway is ______. a. excellent; most youths discontinue their antisocial actions in early adulthood b. poor; most youths with adolescent-onset CD continue to meet criteria for a conduct problem in adulthood, though not quite as many as with childhood-onset CD c. poor; as many youths with adolescent-onset CD as with childhood-onset CD continue to meet criteria for a conduct problem in adulthood d. fair; many continue to engage in antisocial behavior into their early adulthood Ans: D Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Adolescent-Onset Conduct Disorder Pathway Difficulty Level: Medium

True/False 1. The child’s distress is necessary for a diagnosis of oppositional defiant disorder (ODD).

Ans: F Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Oppositional Defiant Disorder Difficulty Level: Medium 2. Lying would be considered a covert symptom of CD. Ans: T Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Overt vs. Covert Problems Difficulty Level: Easy 3. Childhood-onset CD is usually associated with worse outcomes than adolescent-onset CD. Ans: T Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: Childhood-Onset vs. Adolescent-Onset Problems Difficulty Level: Easy 4. Using DSM-5 criteria, children can have both ODD and CD at the same time.

Ans: T Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension Answer Location: The Relationship Between Oppositional Defiant Disorder and Conduct Disorder Difficulty Level: Medium 5. Because youths with ODD and CD often have first-degree relatives with histories of conduct problems or antisocial behavior, we can conclude that conduct problems are transmitted due to shared genes.

Ans: F Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis Answer Location: Are Conduct Problems Heritable?

Difficulty Level: Medium 6. Children who show reactive aggression are more likely to be rejected by peers than children who show proactive aggression.

Ans: T Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension Answer Location: Peer Rejection and Deviancy Training Difficulty Level: Medium 7. Multisystemic therapy does not produce reliable benefits for youths with severe conduct problems, but does seem to produce a benefit for their siblings.

Ans: F Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Multisystemic Therapy Difficulty Level: Medium

Essay 1. How does conduct disorder relate to psychopathy?

Ans: Those with limited prosocial emotions share many characteristics with those with psychopathy; notably the antisocial behavior, shallow affect, disregard for the suffering of others, and the callousness and lack of emotional responsiveness. Adult psychopaths, however, are often superficially charming and manipulative to gain trust or favors and motivated to seek out new experiences, irrespective of the risk of potentially negative consequences. Psychopathy is not a DSM-5 disorder but is similar to ASPD. Children cannot be diagnosed with ASPD, but youths with conduct disorder with limited prosocial emotions are at risk for this condition. However, most children and adolescents are not classified with psychopathy; the label is thought to be potentially stigmatizing, particularly as it may connote immutability.

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Analysis Answer Location: Limited Prosocial Emotions Difficulty Level: Medium 2. How might academic underachievement perpetuate conduct problems?

Ans: Academic underachievement, seen in 25% of children with conduct problems, and even more likely in those with comorbid ADHD, often leads to negative attitudes about schools and teachers. These youths often put little value in schoolwork and show reduced confidence in their academic prowess. This is cutting them off from a valuable source of resilience. Further, leaving school uneducated makes it more difficult for them to be able to go on to have many career paths that require such an education, making deviance after high school more likely.

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Analysis Answer Location: Academic Problems Difficulty Level: Medium 3. What finding related to the development of conduct problems provides support for the diathesis-stress model?

Ans: Caspi et al. (2003) examined a gene that coded for production of MAOA. Boys who had a mutation causing low levels of the enzyme were at risk for developing conduct problems, but only if they experienced maltreatment.

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis Answer Location: Are Conduct Problems Heritable?

Difficulty Level: Hard 4. In what ways does low emotional arousal contribute to the development of conduct problems?

Ans: Because children with low emotional arousal don’t experience much fear and guilt when engaging in misbehavior, they don’t develop a conscience or a capacity for advanced moral reasoning. They are also less sensitive to punishment. They are less able to experience pleasure, and need more extreme, sometimes even dangerous, experiences to feel the same pleasure that a typically developing child gets from ordinary experiences.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis Answer Location: Low Emotional Arousal Difficulty Level: Medium 5. Provide an example of environmental structuring.

Ans: Making sure a child takes her nap so she’s not tired before going to grandma’s house. Generally, avoiding known triggers.

Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Application Answer Location: Parent Management Training Difficulty Level: Medium 6. Describe the components of multisystemic therapy.

Ans: For parents, there’s traditional parent training but also attempts to remove obstacles that might interfere, such as martial discord, substance use problems, or lack of social support. In school, increasing parental involvement in education and increasing monitoring of their children’s attendance and behavior in school is important as well. MST therapists attempt to remove barriers to success, like improving relationships between parents and teachers. With peers, therapists attempt to break relationships with deviant peers and create relationships with prosocial peers, developing new peer networks and improving social skills.

Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension Answer Location: Multisystemic Therapy Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 10: Substance Use Disorders in Adolescents Test Bank Multiple Choice 1. Which of the following is most strongly associated with high lifetime consumption of substances and risky patterns of substance use? a. use of heroin b. parental substance use c. development of moderate to severe substance use disorder by age 18 d. use of alcohol by age 18 Ans: C Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Substance Use and Substance Use Disorders Difficulty Level: Medium 2. Which of the following is NOT a class of substances that can be abused, according to DSM-5 classification? a. caffeine b. tobacco c. alcohol d. cannabis Ans: A Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Overview Difficulty Level: Easy 3. Which of the following is NOT a cognitive factor related to likelihood of relapse among adolescents? a. exposure to substance-using peers b. encouragement to engage in substance use c. desire to enhance mood d. not regarding substance use as problematic Ans: D Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Application Answer Location: What Is Relapse Prevention?

Difficulty Level: Hard 4. Most medications prescribed to reduce pain fall into which class of substances? a. hallucinogens b. opioids c. stimulants

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. sedatives, hypnotics, and anxiolytics Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Overview Difficulty Level: Easy 5. Daniel has just taken a substance at a party. Daniel is starting to feel disoriented and to see things that aren’t really there, like hundreds of spiders crawling on the walls, and his friends’ faces melting off their skulls. Which of the following do you suspect Daniel has just taken? a. a hallucinogen b. an inhalant c. an opioid d. a sedative, hypnotics, or anxiolytic Ans: A Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Application Answer Location: Overview Difficulty Level: Easy 6. Can someone be diagnosed with more than one substance use disorder? a. Yes, but not simultaneously. b. No, the diagnosis is made for the most severe substance use disorder. c. Yes, people are diagnosed with a substance use disorder for each drug they abuse. d. Yes, except if people abuse Alcohol and one or more other substances, they do not get an alcohol use disorder diagnosis.

Ans: C Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders. Cognitive Domain: Comprehension Answer Location: Overview Difficulty Level: Medium 7. Greta has had an alcohol substance use problem for several years. Recently, she has been going to a therapist for cognitive behavioral therapy. Greta has now been sober for 6 months. However, last weekend was her high school reunion. While there, she was with friends she used to drink with, and she had one shot of vodka. After that, she was full of guilt and thought to herself, "I’m so stupid. I’m just an addict and I’ll never be cured.” She had four more shots. This is an example of ______. a. risky relapse b. motivational deficit c. situational cuing d. abstinence violation effect Ans: D Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain:Application Answer Location: What Is Relapse Prevention?

Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 8. According to the text, which of the following is an impaired control symptom of substance use disorder? a. recurrent failure to fulfill major role obligations b. continued use depsite physical or psychological problems c. tolerance d. time spent obtaining the substance or recovering from its effects Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Impaired Control Difficulty Level: Medium 9. In order to be diagnosed with a Substance Use Disorder, a person must ______. a. be exhibiting tolerance and/or withdrawal b. have at least two symptoms from each of the four symptom categories c. use large amounts of the substance d. experience clinically significant impairment or distress Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Substance Use Disorders Difficulty Level: Medium 10. Relapse is ______. a. relatively rare when youths have engaged in motivational enhancement therapy b. relatively rare when youths have engaged in family therapy c. relatively rare when youths have engaged in cognitive behavioral therapy d. common, irrespective of the type of treatment Ans: D Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Knowledge Answer Location: What Is Relapse Prevention?

Difficulty Level: Easy 11. Family therapy for adolescents was associated with all of the following EXCEPT for ______. a. greater reduction in substance use than CBT b. more rapid reductions in alcohol use c. greater emphasis on decreasing family conflict than CBT d. more lasting abstinence than CBT Ans: A Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Comprehension Answer Location: Treatment Comparison Difficulty Level: Medium 12. Gil has been diagnosed with cannabis use disorder, however Gil has been in treatment, and hasn’t used cannabis for 2 months, despite his cravings for cannabis. Which of the following is true of Gil?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. Gil is not in remission because he still craves cannabis. b. Gil is in early remission. c. Gil is in sustained remission. d. Gil is not in remission because he has had symptoms within the past 3 months.

Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Application Answer Location: Substance Use Disorders Difficulty Level: Hard 13. Which of the following is true of a substance intoxication diagnosis? a. It never occurs by itself, only in combination with a substance use disorder diagnosis. b. It can be used to describe anyone who has ingested a substance. c. It can be used to describe anyone who has ingested a substance to the point that he or she develops a change in behavior, experience, or functioning. d. It can be used when intoxication results in distress or impairment.

Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Substance-Induced Disorders Difficulty Level: Medium 14. Substance-induced mental disorder ______. a. only occurs during withdrawal from depressants and stimulants b. can occur during substance use or during withdrawal c. usually refers to the development of schizophrenia d. is most common in those who use inhalants Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Substance-Induced Disorders Difficulty Level: Medium 15. Which of the following is NOT a symptom that is more common in adolescents versus adults with substance use disorder? a. withdrawal b. tolerance c. time spent obtaining substances d. substance use in hazardous situations Ans: A Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Key Differences Difficulty Level: Medium 16. Compared to adults with substance use disorder, adolescents with substance use disorder are ______. a. more likely to crave the substance

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. more likely to binge on the substance c. more likely to heavily use a single substance rather than to misuse a number of substances simultaneously d. less likely to show comorbid behavior problems Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Key Differences Difficulty Level: Medium 17. The Cannabis Treatment Study found ______. a. the only effective treatment studied for cannabis use disorder in adolescents was 12 sessions of motivational enhancement therapy and CBT b. unless treatment involved parent–family sessions, it was not reliably effective c. 12 sessions of MET/CBT produced twice the effect of six sessions of MET/CBT d. five sessions of MET/CBT was as effective as 12; thus, five sessions is the most efficient, effective treatment.

Ans: D Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Comprehension Answer Location: Treatment Comparison Difficulty Level: Medium 18. The CAGE acronym ______. a. teaches adolescents with substance use disorders ways to manage their emotions that don’t involve substances b. reminds clinicians of the common comorbidities of substance use disorders c. is a way to remember the four main classes of substances that individuals can abuse d. is a simple screening measure for alcohol use problems Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Assessing Substance Use Disorders in Adolescents Difficulty Level: Medium 19. Which of the following is the most appropriate assessment for adolescent substance use disorder? a. parent report b. blood and urine tests c. CAGE d. ASSIST Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Assessing Substance Use Disorders in Adolescents Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 20. Which of the following is NOT a component of the CRAFFT assessment for substance use disorder in adolescents? a. Have you ever CONVINCED yourself that you need alcohol or drugs to get through the day? b. Do you ever use alcohol or drugs while you are ALONE? c. Do you ever FORGET things you did while using alcohol or drugs? d. Have you ever gotten into TROUBLE while you were using alcohol or drugs?

Ans: A Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Assessing Substance Use Disorders in Adolescents Difficulty Level: Hard 21. One benefit of the ASSIST questionnaire for assessing child and adolescent substance use disorders is ______. a. it involves biological measures of tolerance. b. it collects reports from both the youth and the parent. c. it has norms based on gender, ethnicity, and SES, which other measures do not. d. it can be repeated without harming test-retest reliability, which other measures cannot.

Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Assessing Substance Use Disorders in Adolescents Difficulty Level: Medium 22. Results on the efficacy of CBT have indicated which of the following? a. It is only effective for those with mild substance use problems. b. It results in greater reductions in substance use than do other types of therapy. c. The cognitive component is effective, but the behavioral component is not. d. The behavioral component is effective, but the cognitive component is not.

Ans: B Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Comprehension Answer Location: Cognitive–Behavioral Therapy Difficulty Level: Medium 23. Which is true about the relationship between ADHD and substance use disorder? a. Most adolescents with ADHD eventually develop a substance use disorder. b. Most adolescents with substance use disorder have ADHD. c. Adolescents with ADHD and substance use disorder use a wider range of substances than adolescents with substance use disorder alone. d. Adolescents with substance use disorder typically develop ADHD after beginning their substance use.

Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Behavior Problems Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 24. Which of the following has NOT been posited as a hypothesis for the high comorbidity between ADHD and substance use disorder? a. ADHD and substance use disorder share a common genetic or biological cause. b. ADHD and substance use disorder are both correlated with disruptive behavior problems. c. Symptoms of ADHD increase the probability of substance use disorder. d. Substance use disorder increases the probability of ADHD. Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Behavior Problems Difficulty Level: Medium 25. The fact that nearly 90% of youths with substance use disorders show at least some problems with oppositional, defiant, or disruptive behavior demonstrates which of the following? a. CD and substance use disorder share a common genetic or biological cause. b. Disruptive behavior problems lead to substance use disorder. c. Substance use disorder leads to disruptive behavior problems. d. There is a strong relationship between conduct problems and substance use disorder, but this relationship does not tell us about the cause or direction of the link.

Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Analysis Answer Location: Behavior Problems Difficulty Level: Medium 26. In adolescents, depression ______. a. usually precedes the onset of a substance use disorder; the substance is used in an attempt to cope with the depression b. is very uncommon in those with substance use disorder c. when it develops, usually develops after the onset of substance use problems d. is typically a substance-induced mental disorder Ans: C Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Depression and Anxiety Difficulty Level: Medium 27. Which of the following describes the relationship between anxiety and substance use? a. Anxiety typically precedes substance use. b. Anxiety typically develops after substance use. c. Anxiety is very rare in those with substance use problems, so there is practically no relationship. d. It is complex; sometimes anxiety precedes substance use, sometimes it develops afterward.

Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Depression and Anxiety Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 28. Psychotic symptoms have been associated with the use of which substance in adolescence? a. alcohol b. cannabis c. inhalants d. anxiolytics Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Psychotic Disorders Difficulty Level: Easy 29. Based on its data collection methods, which of the following groups is not well-represented in the Monitoring the Future project? a. females b. those of non-English speaking backgrounds c. those who have dropped out of high school d. those with siblings Ans: C Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Analysis Answer Location: Prevalence of Adolescent Substance Use Difficulty Level: Medium 30. According to Monitoring the Future, alcohol ______. a. has been used by nearly 75% of high school seniors b. use disorder is reported in nearly 50% of high school seniors c. use is more common than marijuana use among eighth graders, but less common than marijuana use among high school seniors d. is second only to cigarettes among substances used by high school seniors Ans: A Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Prevalence of Adolescent Substance Use Difficulty Level: Medium 31. According to Monitoring the Future, illicit drug use among adolescents ______. a. is more common than marijuana use b. is less common than prescription medication misuse c. is more common for inhalants than for other types of illicit drugs d. has increased since 1995 Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Prevalence of Adolescent Substance Use Difficulty Level: Medium 32. Which of the following best captures the changes in adolescent substance use over the last two decades, as recorded by Monitoring the Future?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. Alcohol use has increased while cigarette use has dramatically decreased. b. Alcohol use has increased while illicit drug use has decreased. c. Alcohol use has decreased while other drug use has remained relatively stable. d. Alcohol use has decreased while other drug use has increased dramatically, particularly after the legalization of marijuana.

Ans: C Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Prevalence of Adolescent Substance Use Difficulty Level: Hard 33. Which of the following is the benefit of providing interpersonal training to an adolescent who drinks to fit in with peers? a. It reduces the reinforcing effects of alcohol. b. It prevents the classical conditioning underlying the use of alcohol. c. It provides new social learning skills. d. It changes the beliefs associated with using alochol.

Ans: A Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Analysis Answer Location: Cognitive–Behavioral Therapy Difficulty Level: Hard 34. Which of the following best describes the differences between boys and girls, with respect to substance use? a. Girls typically begin using substances at an earlier age than boys. b. Girls are typically more likely to get in trouble at school because of alcohol and drugs. c. Boys’ substance use problems tend to be comorbid with disruptive behavior, whereas girls’ substance use problems tend to be comorbid with emotional disturbance. d. Boys with substance use problems are more likely to have abusive histories.

Ans: C Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Gender Difficulty Level: Medium 35. Which of the following best describes the efficacy of multidimensional family therapy? a. It is associated with reduction in substance use while traditional group therapy is not. b. It is associated with reduction in substance use, but it takes much longer to get these results than to get comparable results with family therapy. c. It is associated with greater reduction in substance use than traditional group therapy and produces more rapid results. d. It has been shown to be more efficacious than family-based education, but less efficacious than individual or group supportive therapy.

Ans: C Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain:Comprehension Answer Location: Family Therapy Difficulty Level: Medium 36. What is the evidence against the assertion that marijuana is a “gateway drug”? a. Almost all youths who use illicit substances have used marijuana. b. Most who use illicit substances begin using marijuana after their illict substance use has already begun. c. Most adolescents who use cigarettes, alcohol, and marijuana do not use other illicit substances. d. There is no relationship between use of marijuana and use of illicit substances.

Ans: C Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Analysis Answer Location: Course Difficulty Level: Medium 37. Which of the following factors does NOT seem to predict an escalation in substance use among adolescents? a. histories of impulsive and disruptive behavior b. parent modeling of excessive substance use c. friends’ use of alcohol and other drugs d. personal values related to abstinence and sobriety Ans: D Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Course Difficulty Level: Easy 38. Which neurotransmitter is NOT known to be affected by alcohol? a. serotonin b. norepinephrine c. dopamine d. GABA Ans: A Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: What Are the Effects of Alcohol? Physiological Effects Difficulty Level: Medium 39. The anxiety-reducing properties of low doses of alcohol can best be explained by which of the following? a. stimulation of the norepinephrine system b. inhibition of glutamate c. increased activity in the amygdala d. decrease in the release of endogenous opioids Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Analysis

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: What Are the Effects of Alcohol? Physiological Effects Difficulty Level: Medium 40. How does pharmacodynamic tolerance develop? a. The most acute effect of alcohol occurs after the first few drinks in a day; because the liver can only process so much alcohol, these effects become less pronounced as more drinks are consumed. b. Over sustained periods of using alcohol, the number or sensitivity of the neuroreceptors that respond to alcohol gradually decreases. c. Sustained use of alcohol over months or years increases the sensitivity of GABA and dopamine receptors. d. The amount of substance that can be used in a given period of time fluctuates based on circadian cycles and, in women, menstrual cycles.

Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: What Are the Effects of Alcohol? Physiological Effects Difficulty Level: Medium 41. Which of the following is associated with marijuana use? a. It is associated with pharmacodynamic tolerance, but not with acute tolerance. b. It may be associated with cognitive impairments persisting for weeks or months after discontinuing use of the substance. c. It is not associated with withdrawal. d. It is associated with changes in hormonal processes but not with changes in neurotransmitter patterns of activity.

Ans: B Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: What Are the Effects of Alcohol? Physiological Effects Difficulty: Medium 42. The genetic component of substance use disorder is ______. a. almost completely deterministic b. more pronounced for alcohol use disorder than for other substance use disorders c. most pronounced for cannabis use disorder d. predictive of the chronicity of substance use disorder Ans: B Learning Objective: LO 10.2. Outline three major pathways for the development of substance use disorders in adolescents.

Cognitive Domain: Comprehension Answer Location: Genetic Risk Difficulty Level: Medium 43. Which of the following is a part of family sessions in multidimensional family therapy? a. increasing the adolescent’s social skills b. helping the adolescent recognize and manage negative emotion c. helping parents understand the importance of parental monitoring d. improving communication and problem-solving skills between parent and child Ans: D Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Knowledge Answer Location: Family Therapy Difficulty Level: Medium 44. Research has indicated that which of the following groups is least likely to develop substance use disorders via the negative affect pathway? a. those with histories of having been abused b. those from low-socioeconomic backgrounds c. those from affluent backgrounds d. those with anxiety disorder and/or depression Ans: B Learning Objective: LO 10.2. Outline three major pathways for the development of substance use disorders in adolescents.

Cognitive Domain: Knowledge Answer Location: Negative Affect Pathway Difficulty Level: Hard 45. Which of the following is NOT a cause of substance use disorder in the deviance-prone model? a. low parental monitoring b. early problems with neurobehavioral disinhibition c. disruptive behavior and academic problems d. peer rejection and affiliation with deviant peers Ans: A Learning Objective: LO 10.2. Outline three major pathways for the development of substance use disorders in adolescents.

Cognitive Domain: Knowledge Answer Location: Deviance-Prone Pathway Difficulty Level: Hard 46. Those with behavioral undercontrol might be described as which of the following? a. daredevils b. overly creative c. nosy d. lazy Ans: A Learning Objective: LO 10.2. Outline three major pathways for the development of substance use disorders in adolescents.

Cognitive Domain: Comprehension Answer Location: Neurobehavioral Disinhibition Difficulty Level: Easy 47. Which is true of the relationship between deviant peers and substance use? a. Substance use is most common among controversial children. b. Those who are using substances usually become neglected. c. Girls who have late sexual maturation are more likely to experience substance use problems. d. Early developing girls are more likely to develop substance use problems than typically developing girls.

Ans: D Learning Objective: LO 10.2. Outline three major pathways for the development of substance use disorders in adolescents.

Cognitive Domain: Knowledge Answer Location: Peer Rejection and Deviancy Training Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 48. Which of the following best describes the results of studies on the effectiveness of D.A.R.E.? a. Children who participated in D.A.R.E. had lower rates of substance use by early adolescence. b. Because D.A.R.E. was shown to be ineffective in lowering rates of substance use, most public schools no longer offer the program. c. D.A.R.E. produced increases in knowledge about substance use problems, but no changes in rates of children’s substance use. d. D.A.R.E. seeemd to influence attitudes about substances, but not behaviors.

Ans: C Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Comprehension Answer Location: Primary Prevention: D.A.R.E. Difficulty Level: Medium 49. The main difference between primary and secondary prevention programs for substance use disorders is which of the following? a. Primary prevention programs are offered exclusively to those in primary school (elementary school). b. Primary prevention programs are targeted toward all students, while secondary prevention programs are targeted to students more at risk. c. Only those who have already gone through primary prevention programs would be eligible for secondary prevention programs. d. Primary prevention programs are typically targeted toward alcohol and cigarettes while secondary prevention programs are typically targeted toward “harder” drugs.

Ans: B Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Analysis Answer Location: Can We Prevent Adolescent Substance Use Disorders?

Difficulty Level: Medium 50. Which of the following is NOT one of the three interdependent ecological factors targeted in family therapy? a. relationships with parents b. home environment c. school d. peer relationships Ans: D Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Knowledge Answer Location: Family Therapy Difficulty Level: Hard 51. The results of studies of the effectiveness of secondary prevention programs indicate which of the following? a. They are not effective. b. They are very effective. c. They are only effective when provided to those below the age of 12. d. They are only effective when they target multiple risk factors and teach skills to avoid substances and develop positive relationships with peers.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: D Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Knowledge Answer Location: Secondary Prevention Programs Difficulty Level: Medium 52. The utility of a nicotine patch is ______. a. as substitution therapy that allows an individual to wean off of cigarettes b. as detoxification during nicotine withdrawal c. to block the effects of orally administered nictoine, since nicotine is already in the blood d. to prevent orally administered nicotine from being metabolized Ans: A Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Application Answer Location: Is Medication Effective?

Difficulty Level: Medium 53. The most common use of medication to address substance use disorders is ______. a. as substitution therapy b. for detoxicfication during withdrawal c. to block the effects of the substance, making it less pleasurable to use d. to treat comorbid disorders Ans: D Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Knowledge Answer Location: Is Medication Effective?

Difficulty Level: Hard 54. What is considered a success for motivational enhancement therapy? a. complete abstinence from substance use b. a change in attitude toward substances, even if it doesn’t result in a change in behavior c. a reduction in problematic substance use that decreases risk or harm d. an increase in prosocial relationships Ans: C Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Comprehension Answer Location: Motivational Enhancement Therapy Difficulty Level: Easy 55. Which of the following is NOT among the three main goals of 28-day inpatient treatment programs for substance use disorders? a. to separate the individual from antisocial peers who perpetuate substance use b. to attend to immediate medical needs and detoxify the body c. To help the adolescent understand the harmful effects of the substance use on health and functioning

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. to improve the quality of interpersonal relationships Ans: A Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Knowledge Answer Location: Inpatient 12-Step Programs Difficulty Level: Medium 56. Which of the following is NOT one of the five principles of motivational interviewing? a. approaching the client with acceptance and nonjudgment b. persuading the client to change beliefs about sbustance use c. rolling with resistance and avoiding argumentation d. promoting the client’s self-efficacy Ans: B Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Knowledge Answer Location: Motivational Enhancement Therapy Difficulty Level: Easy 57. Clinicians who practice cognitive–behavioral therapy view problematic substance use as being acquired and maintained in all of the following ways EXCEPT for ______. a. substance use acquired through operant conditioning, typically via positive or negative reinforcement b. operant conditioning resulting in association between particular stimulus cues for substance use c. social learning being a perpetuating cause for substance use disorders, particularly when it involves modeling of substance use by family or friends d. distorted beliefs about events eliciting drinking or other drug use Ans: B Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Comprehension Answer Location: Cognitive–Behavioral Therapy Difficulty Level: Medium 58. Brandy has been attending motivation enhancement therapy for a few weeks. When she first started, she didn’t think her drinking was problematic and only attended because her mom made her. But, she now is starting to wonder whether she drinks too much. Which stage of change is Brandy currently in? a. precontemplation b. contemplation c. action d. maintenance Ans: B Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Application Answer Location: Motivational Enhancement Therapy Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

True/False 1. Both alcohol and sedatives affect GABA. Ans: T Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Overview Difficulty Level: Medium 2. With serious, dangerous drugs, such as methamphetamine or heroin, a single use is sufficient for a diagnosis of a substance use disorder.

Ans: F Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Substance Use Disorders Difficulty Level: Easy 3. Adolescents with substance use disorders are more likely to show comorbid mood and anxiety disorders than adults are.

Ans: F Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Comprehension Answer Location: Key Differences Difficulty Level: Medium 4. There is a higher rate of suicide attempts among adolescents with substance use Ddisorder than among adolescents without substance use disorder.

Ans: T Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Depression and Anxiety Difficulty Level: Easy 5. The highest rate of problematic substance use occurs between 18 and 22 years of age.

Ans: T Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Knowledge Answer Location: Course Difficulty Level: Medium 6. GABAA receptors play a large role in transmission of substance use problems from parents to children.

Ans: F Learning Objective: LO 10.2. Outline three major pathways for the development of substance use disorders in adolescents.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Genetic Risk Difficulty Level: Hard 7. Abstinence is the primary goal of motivational enhancement therapy.

Ans: F Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Comprehension Answer Location: Motivational Enhancement Therapy Difficulty Level: Easy 8. Relpase is uncommon in those who have undergone cognitive behavioral therapy.

Ans: F Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Comprehension Answer Location: What Is Relapse Prevention?

Difficulty Level: Easy

Essay 1. Some researchers believe that the DSM-5 criteria for substance use disorder are developmentally insensitive. What does this mean, and do you agree?

Ans: This means that the same criteria are used irrespective of the age of the individual. For instance, low grades and truancy are common signs of alcohol use problems among adolescents, but these are not present in the diagnostic criteria for the condition. For their opinion, they can choose an affirmative or negative stance as long as it’s defended. One example might be that the current symptom categories are sufficiently broad to allow for these manifestations to count, minimally toward clinically significant impairment and distress. Another might be that yes, they are developmentally insensitive because these possibilities are not explicated.

Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Analysis Answer Location: Key Differences Difficulty Level: Medium 2. What are some ways in which the manifestation of substance use disorder differs between adolescents and adults, and why do these differences exist?

Ans: Adults are less likely to experience tolerance because they are typically new to substance use.

Adolescents are also more likely to spend a great deal of time in procuring the substance because some substances are illegal for youths to obtain (such as cigarettes and alcohol) that are legal for adults to obtain; for youths to obtain these substances, therefore, requires significantly more effort, planning, ingenuity, and some measure of additional risk. Youths are more likely to report use of substances in hazardous situations, probably because they have a higher base rate of impulsive, dangerous behaviors in general.

Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Analysis

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Key Differences Difficulty Level: Medium 3. Several studies have found a relationship between adolescent cannabis use and psychotic symptoms.

What evidence is there that adolescents beginning to develop psychosis weren’t self-medicating with cannabis—that is, that the psychosis didn’t cause cannabis use?

Ans: The association between marijuana use and psychotic symptoms could not be explained by adolescents’ levels of psychological distress. Therefore, it is unlikely that adolescents who eventually showed psychotic symptoms used marijuana to treat early symptoms of psychosis. Instead, the data suggest that repeated marijuana use may increase the likelihood of psychotic symptoms, especially among those adolescents who have a genetic predisposition toward schizophrenia.

Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Analysis Answer Location: Psychotic Disorders Difficulty Level: Medium 4. What is the relationship between binge drinking and perceived risk associated with bingeing? Why do you think such a relationship exists?

Ans: There is a moderate, inverse relationship, such that those who binge more are less likely to perceive it as risky behavior. This might be due to cognitive dissonance (holding a belief and producing actions inconsistent with that belief creates cognitive stress that is resolved by changing or moderating the belief).

Alternatively, it’s possible that those with a preconceived notion that bingeing is not harmful are most likely to engage in it—if that’s true, persuading more individuals that bingeing is harmful would reduce binge drinking. (Other explanations also possible.)

Learning Objective: LO 10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ. Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.

Cognitive Domain: Analysis Answer Location: Prevalence of Adolescent Substance Use Disorders Difficulty Level: Medium 5. What is the role of expectations in the enhanced reinforcement pathway?

Ans: Adolescents at risk for substance use disorders may have unrealistic and largely positive expectations for substance use; they may disproportionately weigh or have as more salient the benefits of substance use. Further, they may downplay the drawbacks. These distorted beliefs are associated with increased frequency or amount of drinking.

Learning Objective: LO 10.2. Outline three major pathways for the development of substance use disorders in adolescents.

Cognitive Domain: Analysis Answer Location: Positive Expectations and Pleasurable Effects Difficulty Level: Medium 6. Why do schools in the United States continue to offer the D.A.R.E. program when it does not effectively minimize substance use in youths?

Ans: A research study in in 2005 by Birkeland and colleagues indicated that many school officials are aware of the research on the effectiveness of D.A.R.E. Some claimed that they never expected the program would be successful in minimizing substance use, so they didn’t find the research surprising (this might be called the hindsight bias). Others said the value of the program was in strengthening connections with police officers. Others who were aware of the research discounted it saying that their personal experiences showed it was effective—this may be an example of cognitive dissonance.

Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Analysis Answer Location: Primary Prevention: D.A.R.E. Difficulty Level: Medium 7. Discuss the ethical issues surrounding motivational enhancement therapy: Is it ethically permissible for therapists to support an adolescent’s decision to engage in an illegal behavior?

Ans: Parental consent is required prior to treatment because parents have the ultimate responsibility for the children’s welfare. On the one hand, abstinence is indeed the real goal, and is it ethicl for a therapist to support an adolescent in engaging in an illegal behavior? On the other hand, though many therapists support the ideal of abstince, given that it is low probability, reduction in use is the next best thing. If harm reduction works and they don’t use it, is that an unethical choice?

Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Analysis Answer Location: Motivation Enhancement Therapy Difficulty Level: Easy 8. One study of the efficacy of motivational enhancement therapy found that reductions in alcohol and marijuana use were greatest among adolescents who showed the most frequent use before treatment.

What could some possible explanations for this finding be?

Ans: It could be that there was a relative floor effect for the other groups (their substance use was so comparatively low, they had less room to limit their substance use). It could, therefore, be an artifact of the amount of reduction that was possible. Alternatively, it could be that those with more serious substance use issues were more affected by the therapy.

Learning Objective: LO 10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents. Differentiate among the major approaches to treating adolescent substance use disorders, such as 12-step treatment, cognitive–behavior relapse prevention, motivational interviewing, and family therapy.

Cognitive Domain: Analysis Answer Location: Motivation Enhancement Therapy Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 11: Anxiety Disorders and Obsessive–Compulsive Disorder 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 2. Which of the following is NOT a way in which maladaptive anxiety differs from adaptive, healthy anxiety? a. intensity b. chronicity c. degree of impairment d. number of situations in which it occurs 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 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? a. intensity b. chronicity c. degree of impairment d. number of situations in which it occurs 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 4. Benny is 14 months old and every time his mom leaves for work, he cries for about 5 minutes. This is ______. 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 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 5. Which of the following anxiety disorders does NOT typically emerge in early or middle childhood? a. separation anxiety disorder b. panic disorder c. selective mutism d. specific phobia 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 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)? 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.

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 7. Results of the Child–Adolescent Anxiety Multimodal Study (CAMS) indicated which of the following? 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.

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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Difficulty Level: Hard 8. Anxiety disorders are ______. 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 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 9. The results of research studies on the effectiveness of medications in treating anxiety disorders have indicated which of the following? 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.

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 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? 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.

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 11. Which of the following is NOT thought to be acquired through classical conditioning or social learning and maintained through negative reinforcement? a. social anxiety disorder b. panic disorder c. specific phobia d. separation anxiety disorder Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 12. One primary difference in separation anxiety disorder between children and adolescents is which of the following? 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.

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 13. Genetic factors play the smallest role in which of the following? a. generalized anxiety disorder b. separation anxiety disorder c. social anxiety disorder d. 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 Separation Anxiety Disorder?: Causes Difficulty Level: Hard 14. Risk for anxiety is greatest for which of the following? 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 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 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? a. feeling frightened b. expecting bad things to happen c. actions and attitudes d. results and rewards 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 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 ? 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 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 18. Which of the following is true of selective mutism? 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.

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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 19. Selective mutism is most strongly comorbid with which of the following? a. separation anxiety disorder b. specific phobia c. social anxiety disorder d. 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: Knowledge Answer Location: What Is Selective Mutism?: Description Difficulty Level: Medium 20. Studies on the effectiveness of cognitive–behavioral therapy to treat anxiety disorders have indicated which of the following? 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.

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 21. Which of the following best describes the effectiveness of CBT for youths with panic disorder? 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.

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 22. In DSM-5 classification, a fear of enclosed places would fall into which category of phobias? a. natural environment b. specific situations c. other stimuli d. suffocating or choking 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: What Is Specific Phobia?: Description Difficulty Level: Medium 23. In order to meet criteria for diagnosis, children with Specific Phobia must ______. 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 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 24. How do the feared stimuli in specific phobia vary across child development? 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.

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 25. Which of the following phobias is equally common in boys and girls? a. animals b. heights c. blood-injection-injury d. natural disasters 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 26. Which of the following is a behavioral symptom of fear or anxiety? a. avoidance b. negative self-statements c. increased heart rate d. minimizing the ability to cope 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 27. The evidence supports which of the following regarding the genetic component of specific phobia?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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.

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 28. Phobias can be classically conditioned when ______. 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 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 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? a. classically conditioned fear b. classically conditioned worry c. negative punishment d. association 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: Application Answer Location: What Is Specific Phobia?: Causes Difficulty Level: Easy 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? a. classical conditioning b. operant conditioning c. observational learning d. informational transmission 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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? a. specific phobia: situational subtype b. generalized anxiety disorder c. social anxiety disorder d. 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 Social Anxiety Disorder?: Description Difficulty Level: Easy 32. Research has indicated that all of the following are ways in which parents might contribute to social anxiety disorder in their children EXCEPT ______. 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 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 33. Parents of children with social anxiety disorder are often described as ______. a. intrusive and overprotective b. harsh and cold c. reasonable and accommodating d. alternating between hostile and permissive 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 34. A panic attack includes which of the following? 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 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 35. Which of the following is most strongly associated with the likelihood an individual will seek treatment for a panic attack? a. age of onset b. history of panic attacks c. number of symptoms experienced d. comorbidity with social anxiety 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: Knowledge Answer Location: What Is Panic Disorder?: Description Difficulty Level: Medium 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? 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.

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 37. What is the relationship between gender and panic attacks? 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.

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 38. Which of the following is true about panic disorder? 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.

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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: What Is Panic Disorder?: Description Difficulty Level: Medium 39. Systematic desensitization differs from graded exposure in that ______. 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 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 40. One theory of the causes of panic disorder says that it arises in part from which of the following? 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 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 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? a. specific phobia b. agoraphobia c. panic disorder d. social anxiety 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: Application Answer Location: What Is Agoraphobia?: Description Difficulty Level: Medium 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? 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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 43. Which of the following best describes the causes of agoraphobia? 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.

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 44. Which anxiety disorder is most closely associated with depression? a. social anxiety disorder b. panic disorder c. separation anxiety disorder d. 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: Medium 45. The frequency and severity of GAD increases with children’s ______. a. capacity for worry b. need for reassurance c. linguistic ability d. social awareness 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 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? 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 Ans: A

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 47. Which is true about children with generalized anxiety disorder? 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.

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 48. Which of the following was NOT a way that Mary Cover Jones attempted to reduce Peter’s fear of rabbits? 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 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 49. The relationship between generalized anxiety disorder and depression entails all EXCEPT which of the following? 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 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 50. A primary theory of the persistence of worry, the cognitive avoidance theory, indicates that worry is which of the following? a. positively reinforcing

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. negatively reinforcing c. positively punishing d. negatively punishing 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 51. Differences between typical worrying and the worrying done by those with generalized anxiety disorder seem to be all of the following EXCEPT ______. 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 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 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? a. catastrophizing b. overgeneralizing c. personalizing d. absolute thinking 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 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? 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.

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 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?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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 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 55. Children with OCD are ______. 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 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 56. Which of the following is NOT a typical difference between the obsessions of children with OCD and the obsessions of adults with OCD? 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.

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 57. Which of the following is true about the course of OCD? 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.

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 58. Which of the following factors is LEAST impactful in the development of OCD? a. genetics b. nonshared environmental factors c. neurodevelopmental factors

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. shared environmental factors 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 59. Which of the following is NOT part of the brain circuit thought to underlie OCD? a. orbitofrontal cortex b. amygdala c. cingulate gyrus d. caudate 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 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)? a. orbitofrontal cortex b. amygdala c. cingulate gyrus d. caudate 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 61. Thought–action fusion is most commonly seen in which disorder? a. generalized anxiety disorder b. obsessive–compulsive disorder c. panic disorder d. separation anxiety 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 62. Which of the following is a difference between trichotillomania and OCD? a. age of onset b. neurological underpinnings c. the existence of a genetic component d. effective treatments 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

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? a. OCD b. Tourette’s disorder c. a motor tic d. a vocal tic 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 64. Compared to OCD, tic disorder usually occurs ______. 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 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 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? a. normal behavior b. trichotillomania with focused hair pulling c. trichotillomania with automatic hair pulling d. excoriation 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 67. Why are tics considered “largely involuntary”? 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.

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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 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

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 12: Trauma-Related Disorders and Child Maltreatment Test Bank Multiple Choice 1. Trauma occurs in about ______ of youths and about ______ of them will develop symptoms of PTSD. a. 10%; one-third b. 30%; one-third c. 30%; nearly all d. 10%; nearly all Ans: B Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Knowledge Answer Location: Posttraumatic Stress Disorder Difficulty Level: Medium 2. Molly, a 12-year-old girl of Irish descent living in Ohio, learned that a group of girls from Somalia had been kidnapped by the extremist group Boko Haram. She later watched multiple news stories about this and read about what had happened to some of the girls who had escaped and told their stories. Can this be considered a traumatic event for Molly? a. Yes. b. No, because the individuals are in another country. c. No, because she did not know the individuals involved personally. d. No, because she did not personally witness the kidnapping.

Ans: C Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Analysis Answer Location: Posttraumatic Stress Disorder in Older Children and Adolescents: Description Difficulty Level: Hard 3. Zeke sometimes finds his thoughts wandering to the image of a gun pointing at him, the trauma he’d experienced 6 months ago. This is an example of ______. a. an intrusive symptom b. negative alterations in feeling c. negative alterations in thoughts d. physiological reactivity Ans: A Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Application Answer Location: Posttraumatic Stress Disorder in Older Children and Adolescents: Description Difficulty Level: Medium 4. Shaken baby syndrome is which of the following? a. a severe form of physical abuse

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. a typical reaction to reactive attachment disorder c. a typical cause of reactive attachment disorder d. a mild type of injury that can result from repeated falls in infancy Ans: A Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Health Problems Difficulty Level: Medium 5. Carlos was recently in a car crash in which his friend was killed. Sometimes, Carlos reports feeling that he is walking through a dream instead of the real world. This is an example of which of the following? a. an intrusive symptom b. a dissociative symptom c. a negative alteration in cognition d. an alteration in physical arousal Ans: B Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Application Answer Location: Associated Features Difficulty Level: Easy 6. A negative alteration in cognition or mood symptom is required for which of the following? a. for any diagnosis of PTSD b. for any diagnosis of PTSD with dissociation c. for a diagnosis of PTSD in those over the age of 6 d. for a diagnosis of severe PTSD Ans: C Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Comprehension Answer Location: Posttraumatic Stress Disorder in Preschoolers Difficulty Level: Hard 7. Which of the following individuals is statistically least likely to experience PTSD? a. a child from a war-torn country b. a child who has experienced years of physical abuse c. a child who witnessed her mother beat her father at least weekly for years d. a child who was caught in a building fire Ans: D Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Application Answer Location: Prevalence Difficulty Level: Medium 8. The course of PTSD ______. a. is usually more persistent in children with the condition than for adults with the condition b. is usually more persistent in adults with the condition than for children with the condition c. shows that treatment is essential for individuals of all ages to recover from PTSD d. shows that treatment for PTSD affects the duration of the disturbance but not the likelihood of recovery

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: A Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Comprehension Answer Location: Course and Comorbidity Difficulty Level: Medium 9. Which of the following is NOT among the reasons PTSD merits treatment? a. Many youths who no longer meet full diagnostic criteria for PTSD still show subthreshold symptoms. b. Individuals who no longer meet full diagnostic criteria for PTSD may spread it through their social networks; thus treatment for an individual with the potential to develop PTSD may provide additional benefit to those around him or her. c. Early treatment might prevent PTSD or facilitate recovery if it’s already developed. d. Depression and suicidal ideation are sometimes comorbid with PTSD. Ans: B Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Comprehension Answer Location: Course and Comorbidity Difficulty Level: Medium 10. Research on the risks for PTSD has indicated which of the following? a. Children without any siblings are at highest risk. b. Children whose parents have divorced are at highest risk. c. Children with elevated anxiety/depression before being introduced to trauma are at highest risk. d. Children with developmental delays are at highest risk.

Ans: C Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Knowledge Answer Location: Functioning Before the Trauma Difficulty Level: Medium 11. Direct exposure to trauma is ______. a. necessary for a diagnosis of PTSD b. necessary for a diagnosis of PTSD in those under age 6 c. associated with a greater risk of PTSD than indirect exposure to trauma d. associated with lower rates of recovery from PTSD than is indirect exposure to trauma Ans: C Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Comprehension Answer Location: Proximity to the Trauma Difficulty Level: Medium 12. Which of the following is the primary product of the HPA axis? a. norepinephrine b. testosterone c. white blood cells d. cortisol Ans: D

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Knowledge Answer Location: Brain and Endocrine Functioning Difficulty Level: Easy 13. Which of the following is the primary goal of supportive therapy for children who have experienced physical abuse or neglect? a. to help children foster a basic sense of trust in their caregivers b. to help children cope with feelings and memories associated with maltreatment and improve their sense of self and relationships with others c. to help improve the quality of care that parents give to their children d. to identify and correct cognitive distortions in the children’s view of themselves and their caregivers Ans: B Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Supportive Therapy for Children Difficulty Level: Medium 14. A child whose aunts and uncles in a faraway city had had their home torn apart by a hurricane said, “I’m afraid that a hurricane will come and ruin our house too. Did you see the news with all the cats and dogs in the flood afterward? I don’t want my dog to end up like that !” This is an example of which type of cognitive appraisal? a. personalization b. distancing c. problem-focused d. escape-avoidance Ans: A Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Application Answer Location: Cognitive Appraisal and Coping Difficulty Level: Medium 15. Which of the following is a component of the HPA axis? a. hippocampus b. amygdala c. pituitary d. angular gyrus Ans: C Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Knowledge Answer Location: Brain and Endocrine Functioning Difficulty Level: Medium 16. A child has been trapped in a well for two days. Once firefighters arrive on the scene, they tell the child, “We are working to help you. We are going to send down some food and drinks and a blanket to keep you warm while we work on getting you out. Your mom and dad are up here with us and they are ok.” This approach is consistent with which of the following? a. trauma-focused CBT

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. eye movement desensitization and reprocessing c. psychological first aid d. needs-based physiological approach Ans: C Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Application Answer Location: Psychological First Aid Difficulty Level: Medium 17. Changing the negative thoughts and beliefs of sexually abused youths can best be accomplished by which of the following? a. cognitive restructuring b. classical conditioning c. social modeling d. positive reinforcement Ans: A Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: Cognitive Restructuring for Sexually Abused Adolescents Difficulty Level: Medium 18. The effectiveness of Psychological First Aid has ______. a. been demonstrated by multiple randomized controlled studies of the entire treatment package b. been assumed from enhanced coping responses fostered by several of its components, which themselves have been researched c. not ever been examined empirically d. only been examined empirically in adults Ans: B Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Analysis Answer Location: Psychological First Aid Difficulty Level: Medium 19. Cognitive restructuring for adolescents who have experienced sexual abuse is based on the finding that many of these youths report negative thoughts about which of the following? a. themselves, others, and the world b. the past, the present, and the future c. themselves, their parents, and their siblings d. their peers, their teachers, and their academic future Ans: A Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Cognitive Restructuring for Sexually Abused Adolescents Difficulty Level: Medium 20. Which of the following is true about EMDR as a treatment for children? a. It has never been experimentally evaluated. b. It involves dreaming about traumatic events while in Rapid Eye Movement (REM) sleep.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. It has been shown to be more effective than placebo in adults, but the mechanism by which it works is unknown. d. It has been shown to be effective in adults but harmful in children.

Ans: C Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Comprehension Answer Location: Eye Movement Desensitization and Reprocessing Difficulty Level: Medium 21. Insitutitions in which children without parents or primary caregivers are placed often share the following characteristics EXCEPT which of the following? a. high child-to-caregiver ratios b. caregivers neglecting children’s physical health c. caregivers providing little warmth, sensitivity, and responsiveness d. high caregiver turnover Ans: B Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location: Social-Emotional Deprivation in Infancy Difficulty Level: Medium 22. Reactive attachment disorder involves which of the following? a. children who have experienced overly intrusive parenting styles b. children producing attachment behaviors too frequently or at unexpected times c. children not seeking or responding to comfort d. children having excessive emotional reactions, being either excessively happy or excessively sad or anxious Ans: C Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location: What Is Reactive Attachment Disorder (RAD)?: Description Difficulty Level: Medium 23. What was formerly called anaclitic depression is most closely related to which condition in the DSM5? a. reactive attachment disorder b. disinhibited social engagement disorder c. acute stress disorder d. Posttraumatic stress disorder Ans: A Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location: What Is Reactive Attachment Disorder?

Difficulty Level: Medium 24. Which of the following is the sensitive period for attachment formation? a. 0 to 6 months b. 6 to 12 months c. 12 to 18 months d. 18 to 24 months Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Knowledge Answer Location: Reactive Attachment Disorder and Parent–Child Attachment Difficulty Level: Easy 25. In what way is a friendly, sociable child different than one with disinhibited social engagement disorder (DSED)? a. All friendly, sociable children display stranger anxiety at some point between 6 months and 2 years old. b. Friendly, sociable children “check back” with their caregivers. c. Friendly, sociable children provide verbal rationalizations for their behavior with strangers (such as, ”That man reminds me of Daddy!”). d. Friendly, sociable children, particularly girls, almost always show more resistance toward unfamiliar males, while this distinction is not made by children with DSED. Ans: B Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Analysis Answer Location: What Is Disinhibited Social Engagement Disorder (DSED)?: Description Difficulty Level: Medium 26. As described in the text, what were the results of a study of 82 children and adolescents with histories of sexual abuse who participated in different treatments (Cohen et al., 2005)? a. Only children who participated in trauma-focused CBT showed improvement. b. Only children who participated in supportive therapy showed improvement. c. Both children who participated in trauma-focused CBT and supportive therapy showed improvement to the same degree, but since supportive therapy is less expensive and time-consuming, this is considered the optimal treatment. d. Both children who participated in trauma-focused CBT and supportive therapy showed improvement, but children were more likely to complete trauma-focused CBT and showed fewer problems at 12-month follow-up than those who participated in supportive therapy.

Ans: D Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: Trauma-Focused Cognitive–Behavioral Therapy for Sexual Abuse Difficulty Level: Medium 27. What made the Bucharest Early Intervention Project a prospective, randomized controlled study? a. It used random assignment to place children in one of three different child-rearing conditions to assess outcomes. b. It used random selection to gather participants. c. It used random assignment to place children in one of two child-rearing conditions, one of which was a new intervention, and compared their outcomes with the outcomes of children living with their families. d. It looked at how children naturally split into two groups on the basis of their behavior and then examined what factors may have contributed to those differences.

Ans: C Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Analysis Answer Location: Reactive Attachment Disorder: An Absence of Attachment Difficulty Level: Hard 28. The results of the Bucharest Early Intervention Project indicated which of the following? a. No children who were raised in the orphanage had developed an attachment.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. More children raised in the orphanage showed signs of RAD than showed signs of DSED. c. The more sensitive and responsive the care children received, the fewer signs of RAD the children showed. d. children who were placed with a family after age 24 months showed no benefit of being with a foster family, while those who were placed with a family before the age of 12 months did.

Ans: C Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Knowledge Answer Location: Reactive Attachment Disorder: An Absence of Attachment Difficulty Level: Medium 29. The Bucharest Early Intervention Project indicated all of the following regarding DSED EXCEPT ______. a. DSED was more common among those in the Romanian orphanage than was RAD b. quality of care was not consistently associated with DSED signs and symptoms c. securely attached infants sometimes showed signs and symptoms of DSED d. infants with signs of DSED were likely to show signs of depression in later childhood Ans: D Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Knowledge Answer Location: Disinhibited Social Engagement Disorder: A Lack of Inhibition Difficulty Level: Hard 30. A youth who has been subjected to sexual abuse is in treatment. In this part of treatment, her therapist is working on getting her to change her actions to change her mood. They’ve discovered that performing various stretches seems to reduce her negative emotions. In which treatment is she most likely participating? a. trauma-focused CBT, phase one b. trauma-focused CBT, phase two c. trauma-focused CBT, phase three d. cognitive restructuring Ans: A Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Application Answer Location: Trauma-Focused Cognitive–Behavioral Therapy for Sexual Abuse Difficulty Level: Hard 31. Trauma-focused CBT for those who have experienced sexual abuse proceeds in eight steps that can be remembered by which acronym? a. RECOVERY b. PRACTICE c. MOVING ON d. PRIORITY Ans: B Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Trauma-Focused Cognitive–Behavioral Therapy for Sexual Abuse Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 32. The Dozier, Dozier, and Manni (2002) diary study of new foster parents indicated all EXCEPT which of the following? a. Parents and infants began forming attachments within the first few days of the children’s placement in the foster homes. b. Children who came from foster homes where there was less physical contact, such as hugging, were less likely to form attachments to their foster parents. c. Secure attachments were most likely to form when the foster parent relationship was begun before age 10 months. d. There was a bidirectional interaction between mothers and babies.

Ans: B Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location: Treatment for Reactive Attachment Disorder Difficulty Level: Medium 33. The Attachment and Biobehavioral Catch-Up (ABC) program to treat reactive attachment disorder includes which of the following components? a. Teaching parents to persist in nurturing their children, even when the children resist these efforts. b. Teaching parents to only provide warmth and nurturance only when the child indicates he or she wants it to give the child a greater sense of autonomy and control. c. Teaching parents to rely on authority figures, such as the therapists, when challenging situations arise. d. Teaching parents to use musical and social cues to know when to switch activities.

Ans: A Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location: Treatment for Reactive Attachment Disorder Difficulty Level: Hard 34. Which of the following is the most effective treatment for children with DSED, once children have entered foster care? a. improving the quality of the foster parent-child attachment relationship b. cognitive–behavioral therapy for parents and children c. treatment for behavioral control issues d. No effective treatments specifically targeted toward children with DSED have yet been tested.

Ans: D Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Knowledge Answer Location: For Children Living in Foster Care Difficulty Level: Medium 35. Which of the following is NOT a standard component of a safety plan? a. learning to identify warning signs of abuse b. complying with all parental requests to avoid abuse c. engaging in an immediate behavior to keep the child safe d. going to a trusted adult for help Ans: B Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Cognitive–Behavioral Family Therapy: Children Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 36. Tina’s mother, Georgia, often threatens Tina with harm when she misbehaves. For instance, Georgia has Tina hold her hand over a hot stove burner for several minutes at a time, not ever touching the flame, but as a reminder that at any minute Georgia could plunge Tina’s hand into the fiery ring. Would this be considered physical abuse? a. Yes, in all states. b. Yes, in states that have a physical harm standard. c. Yes, in states with the endangerment standard. d. No, in all states.

Ans: C Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Application Answer Location: Physical Abuse Difficulty Level: Medium 37. Which of the following is true about the definition of child sexual abuse? a. While there is disagreement on what constitutes sexual abuse, all experts agree that all children under the age of 18 can be child victims. b. While the precise age of the child who can be subject to child sexual abuse varies from state to state, all experts agree that any physical contact for the sexual gratification of adults constitutes sexual abuse, and that contact is necessary for it to be considered abusive. c. While states vary about the degree of sexual contact needed to constitute sexual abuse, all experts agree that sexual acts are abusive in children because they, by definition, cannot give consent. d. There is disagreement on what constitutes a “child”, what constitutes “sexual” and what constitutes “abuse” among experts.

Ans: D Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: Sexual Abuse Difficulty Level: Medium 38. A father who repeatedly calls a child a “sissy” when he cries, and does so in front of his friends or in public, is perpetrating what kind of psychological abuse? a. spurning b. terrorizing c. isolating d. denying emotional responsiveness Ans: A Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Application Answer Location: Psychological Abuse Difficulty Level: Medium 39. What is the purpose of a trauma narrative? a. to ensure the child does not blame himself or herself for abuse b. to serve as a variation of exposure therapy c. to improve the child’s self-efficacy d. to ensure that writing skills are in tact Ans: B Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: Cognitive–Behavioral Family Therapy: Children Difficulty Level: Medium 40. Brian really, really doesn’t want to go to the dentist. He tells his mom, “If you make me go, it’s child abuse!” “In fact,” Brian’s mom says, “I have to bring you to the dentist. If I don’t, it’s child abuse.”

Specifically, it would be which of the following? a. physical neglect b. medical neglect c. spurning d. physical abuse Ans: B Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Application Answer Location: Neglect Difficulty Level: Easy 41. According to a recent meta-analysis, sexual abuse is which of the following? a. the most common form of abuse b. more common among girls than boys c. most typically perpetrated by strangers d. more common in the south of the United States than in other regions Ans: B Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Maltreatment in Children Difficulty Level: Easy 42. One successful cognitive treatment technique for parents who have exhibited child maltreatment in the past is to attribute their children’s acting out to which of the following? a. the child b. the parent c. situational factors d. nothing—attributions of any kind are shown to be harmful Ans: C Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: Cognitive–Behavioral Family Therapy: Parents Difficulty Level: Medium 43. Which of the following is NOT a common problem associated with physical abuse? a. bruises, scars b. oppositional defiant disorder c. conduct disorder d. ADHD Ans: D Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: What Are the Effects of Physical/Psychological Abuse and Neglect?

Difficulty Level: Medium 44. Nestor’s mom frequently physically abuses him. Now, Nestor is showing behavior problems at school.

When he’s interviewed by the school counselor he says, “The other kids are always trying to start something.” His teacher agrees to keep an eye on it. She doesn’t notice the other students behaving in a particularly cruel or ostracizing way toward Nestor. Which of the following likely best explains Nestor’s perception? a. social modeling from his mom’s aggressive behavior b. hostile attributional bias c. deficits in social problem-solving d. deficits carrying through on optimal action plans Ans: B Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Application Answer Location: Behavior Problems Difficulty Level: Medium 45. Children who experience parental neglect are which of the following? a. more likely to develop behavior problems because they often have no friends b. more likely to develop behavior problems because they often have friends who have also been rejected and who are more likely to exhibit delinquent behavior c. less likely to develop behavior problems because the intermittent parental monitoring of their parents is particularly effective in eliminating bad behavior d. less likely to develop behavior problems because parental responsibilities, such as caring for younger siblings, usually fall to them Ans: B Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: Behavior Problems Difficulty Level: Hard 46. Which of the following statements is best supported by the research on the relationship between mood problems and child abuse? a. Youths who experience physical abuse or are neglected around the onset of puberty are more likely to develop mood problems than those who experience abuse or neglect at other ages. b. Children who experience psychological abuse are more likely to develop mood problems than those who have experienced other kinds of abuse. c. Among those who have experienced child abuse, girls are more likely to suffer mood problems than boys. d. Researchers believe that internal models of the world as a dangerous place in which only the strong survive is the type of attribution most likely to result in mood problems.

Ans: C Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: Anxiety and Mood Disorders Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

47. Which of the following sexualized behaviors is more common in children who have experienced sexual abuse than in those who have not? a. toddlers engaging in self-stimulation b. preschoolers looking at adults while naked or undressing c. kindergartners asking parents sex-related questions d. young school-age children showing sexual play with dolls Ans: D Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: What Are the Effects of Sexual Abuse?

Difficulty Level: Medium 48. A therapist is working with a parent who has engaged in child maltreatment. The parent says, “He is always sassing me and needs to learn better.” The therapist helps the parent see that 100% compliance is not a realistic goal and asks her to provide evidence both for and against her distorted belief that he is “always sassing.” This therapist is most likely using which technique? a. parent–child interaction therapy b. group therapy c. cognitive–behavioral family therapy d. eye-movement desensitization training Ans: C Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Application Answer Location: Cognitive–Behavioral Family Therapy: Parents Difficulty Level: Medium 49. Supportive therapy is designed to cope with feelings and memories associated with abuse and improve self-worth and relationships. Which of the following components is NOT a main focus of treatment? a. attachment to caregivers b. behavioral regulation c. self-perceptions d. perceptions of the world and others Ans: D Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Supportive Therapy for Children Difficulty Level: Hard 50. Collectively, studies of parent training techniques for parents who had engaged in child maltreatment found which of the following? a. Parent training is the most efficacious treatment. b. The combination of traditional parent training and parent–child interaction therapy was most efficacious. c. The combination of traditional parent training and group-based parent training was most efficacious. d. Parent–child interaction therapy with a brief motivational session was most effective.

Ans: D Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and evidence-based treatments.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Knowledge Answer Location: Parent Training Difficulty Level: Hard

True/False 1. People need to show anxiety or distress during or immediately after the event in order to qualify for a diagnosis of PTSD. Ans: F Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Comprehension Answer Location: Posttraumatic Stress Disorder in Older Children and Adolescents: Description Difficulty Level: Easy 2. Preschoolers must show clinically significant distress to be diagnosed with PTSD. Ans: F Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Comprehension Answer Location: Posttraumatic Stress Disorder in Preschoolers Difficulty Level: Hard 3. Trauma-focused CBT has been found to be more effective than no treatment in randomized controlled studies of children with PTSD caused by sexual abuse.

Ans: T Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Knowledge Answer Location: Trauma-Focused Cognitive–Behavioral Therapy for Sexual Abuse Difficulty Level: Medium 4. Children cannot be diagnosed with reactive attachment disorder if they have had appropriate care.

Ans: T Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location: What Is Reactive Attachment Disorder?: Description Difficulty Level: Hard 5. Infants who are mistreated by their primary caregiver will often fail to form an attachment to them.

Ans: F Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location Reactive Attachment Disorder and Parent–Child Attachment Difficulty Level: Medium 6. Children with DSED usually do not have difficulty forming an attachment with a primary caregiver once one provides consistent and sensitive care.

Ans: F

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location: Early Studies on “Indiscriminately Friendly” Children Difficulty Level: Medium 7. Prevention of DSED is best accomplished by placing a child in a foster home by age 6 months.

Ans: T Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Knowledge Answer Location: For Children Living in Institutions Difficulty Level: Medium 8. Child abuse is considered a mental disorder in the DSM-5.

Ans: F Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: What Is Child Maltreatment?

Difficulty Level: Easy 9. Children who engage in overly sexualized behavior have almost certainly been sexually abused.

Ans: F Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: What Are the Effects of Sexual Abuse?

Difficulty Level: Medium 10. Fostering trust in supportive therapy with maltreated children is typically the easy part of treatment because these children are so starved for attention, affection, and attachment.

Ans: F Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Supportive Therapy for Children Difficulty Level: Medium 11. To be diagnosed with PTSD, a person must have a negative alteration of mood symptom, irrespective of the person’s age.

Ans: F Learning Objective: LO 12.1. Describe the key features of PTSD in children and adolescents and show how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma.

Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Comprehension Answer Location Posttraumatic Stress Disorder in Preschoolers Difficulty Level: Hard 12. Therapists recommend safety plans be written with and confirmed by parents in all cases.

Ans: F Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Knowledge Answer Location: Cognitive–Behavioral Family Therapy: Children Difficulty Level: Medium

Essay 1. Heidi was at a school dance when she threw up all over the dance floor. She later described this event as traumatic. Does it meet the definition of trauma? Why or why not?

Ans: Though this may have been embarrassing, it does not meet the definition of trauma because it didn’t involve actual or threatened death, serious physical injury, or sexual violation. Essentially, this was not serious enough to constitute trauma.

Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Application Answer Location: Posttraumatic Stress Disorder in Older Children and Adolescents: Description Difficulty Level: Easy 2. Why are there different PTSD criteria for preschoolers than for adults?

Ans: Preschoolers may show symptoms differently than adults. They may show symptoms more as overt actions, they may show fewer signs/symptoms, and they may not have distress or impairment, but instead may cause distress or impairment to caregivers. The reasons for these differences include their cognitive developmental level and their relatively limited history and experience. Young children may not be able to describe their thoughts and fears; this makes it difficult or impossible to determine whether sleep disturbances are related to the trauma or for preschoolers to describe their symptoms and the relationship to trauma.

Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Analysis Answer Location: Posttraumatic Stress Disorder in Preschoolers Difficulty Level: Medium 3. Can escape–avoidance coping ever be seen as an adaptive coping strategy?

Ans: These coping strategies are negatively reinforcing in the short term because they allow for a temporary alleviation of psychological distress and discomfort. If there are deadlines or other matters that need to be attended to shortly after a stressor, escape–avoidance can allow these to be realized.

However, it is not an adaptive long-term strategy because it is a risk factor for socioemotional problems.

Learning Objective: LO 12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma. Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.

Cognitive Domain: Analysis Answer Location: Cognitive Appraisal and Coping Difficulty Level: Medium 4. In what ways is attachment universal? In what ways is it not?

Ans: The formation of attachment is experience-expectant. Our biological and psychological system is set up expecting us to form an attachment, and all we need in order to do so is to have a primary caregiver, even if that individual is not a very good caregiver. In this sense, attachment is universal. However, when there is no primary caregiver and instead a rotating cast of characters and especially when those individuals don’t care for all of the child’s emotional needs, the child may not form an attachment at all.

Further, the type of attachment that children form with their primary caregivers is largely dependent on the

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 sensitivity and responsiveness of the parent. So, though almost all children form attachments, the nature of the attachment is more variable.

Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Analysis Answer Location: Reactive Attachment Disorder and Parent–Child Attachment Difficulty Level: Medium 5. What changes in institutions can result in lower rates of RAD and DSED in children?

Ans: The same number of staff in these institutions can produce less RAD and DSED when the same caregivers care for the same children day after day. This reduces the number of caregivers each child is exposed to. Further, providing training to the workers to provide sensitive and responsive care and reducing the child-to-caregiver ratio is best for promoting attachment relationships and lessening the indiscriminate social behavior seen in DSED. Learning Objective: LO 12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.

Cognitive Domain: Comprehension Answer Location: For Children Living in Institutions Difficulty Level: Medium 6. The number of youths in the United States subjected to abuse or neglect is reported to be approximately 1.3%. Is this number an accurate representation of the true rate of abuse or neglect? Why or why not?

Ans: Likely, this number vastly underreports the rate of abuse or neglect. The number can only be based on reported incidents. Many incidents, particularly of emotional abuse, sexual abuse, or neglect, may go unreported. Further, a study that asked older adolescents to report their lifetime history of abuse indicated that 1 in 4 girls and 1 in 20 boys reported some form of sexual maltreatment. The most common timing of this treatment was between the ages of 15 and 17 and the most common perpetrators were other adolescents.

Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Analysis Answer Location: Child Abuse and Neglect; Sexual Abuse and Assault Among Adolescents Difficulty Level: Medium 7. Mindy, age 16, and her boyfriend, Jake, age 18, are hiding their relationship. Jake is worried that he might be accused of sexual abuse because Mindy is under 18. Is Jake’s worry realistic? Why or why not?

Ans: This could be a realistic fear. Different states, and different professionals, define sexual abuse differently. In some states, the age of consent is 16, so there would not be a concern about a sexual abuse accusation there. In others, however, the age of consent is indeed 18. Experts disagree how to classify sexual contact between two adolescents. Some of the factors considered include the “developmental status of the two youths, their relationship and any power differentials that might have led to coercion.”

Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Analysis Answer Location: Sexual Abuse Difficulty Level: Medium 8. How does a supportive therapeutic relationship help children who have been maltreated change their conceptions about the world and their place in it?

Ans: Clinicians provide a safe, consistent, and accepting environment to help children understand and make sense of their feelings associated with their maltreatment. The therapist tries to validate these feelings by engaging in supportive, nonjudgmental listening. The therapist might teach children more

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 effective ways of coping with negative feelings, including relaxation techniques, participation in athletic or artistic pursuits, or just journaling. By displaying unconditional positive regard, the therapist is modeling for the child that his or her needs matter and come first. The therapist reinforces that the child is worthy of care and attention from others to correct self-perceptions of worthlessness or guilt and instead promote self-esteem and self-efficacy.

Learning Objective: LO 12.3. List and give examples of the four main types of child maltreatment.

Describe the potential consequences of child maltreatment and therapies that are effective to help children who have been exposed to abuse and neglect.

Cognitive Domain: Comprehension Answer Location: Supportive Therapy for Children Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 13: Depressive Disorders and Suicide Test Bank Multiple Choice 1. Eight-year-old Gordon is constantly throwing temper tantrums at home and seems just generally upset.

He’s been this way as long as his parents can remember and when something sets him off, he terrorizes the house, pulling things off the wall and breaking whatever he can find. His family is on their third set of dishes this year. Which of the following would be necessary to know before diagnosing Gordon with DMDD? a. Is Gordon living with his biological parents? b. Does Gordon exhibit these problems at school or with peers? c. Does Gordon have an ODD diagnosis? d. Did this pattern of behavior begin prior to the age of 4?

Ans: B Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Application Answer Location: What Is Disruptive Mood Dysregulation Disorder?

Difficulty Level: Hard 2. Brookridge Middle School is targeting a suicide prevention program to students at risk due to their social and bullying status. This would be considered which of the following? a. universal prevention program b. selective prevention program c. indicated prevention program d. tertiary prevention program Ans: B Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Application Answer Location: Can We Prevent Suicide in Children and Adolescents?

Difficulty Level: Easy 3. Which of the following disorders has the shortest minimum duration for diagnosis? a. major depressive disorder b. disruptive mood dysregulation disorder c. persistent depressive disorder in adults d. persistent depressive disorder in children Ans: A Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Located throughout chapter Difficulty Level: Medium 4. How does the irritable mood seen in DMDD differ from the mood features seen in disruptive behavior disorders? a. In DMDD, irritability is more persistent. b. In DMDD, irritability has earlier onset. c. In DMDD, irritability has later onset. d. DMDD involves reliably different environmental triggers.

Ans: A Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Comprehension Answer Location: What Is Disruptive Mood Dysregulation Disorder?

Difficulty Level: Medium 5. The existence of persistent irritability and recurrent temper outbursts best distinguishes DMDD from which of the following? a. ADHD b. ODD c. bipolar disorder d. MDD Ans: A Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Analysis Answer Location: Attention-Deficit/Hyperactivity Disorder Difficulty Level: Hard 6. Safe Alternatives for Teens and Youths involves all EXCEPT which of the following? a. restricting adolescents’ means of suicide at home b. parent sessions with the therapist c. a no harm contract d. developing coping strategies Ans: C Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior. Cognitive Domain: Knowledge Answer Location: Family-Focused Treatments Difficulty Level: Hard 7. Which of the following is NOT a way in which DMDD can be differentiated from ODD? a. Children with ODD usually direct their defiance toward particular individuals, while children with DMDD usually direct their anger and aggression more generally, even destroying their own property. b. Temper outbursts are longer and more severe in DMDD. c. DMDD is more persistent than ODD. d. DMDD is more likely to lead to anxiety and depressive disorders in adolescence than ODD. Ans: C Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Oppositional Defiant Disorder Difficulty Level: Medium 8. Youths with DMDD have been shown to have which deficits related to emotional processing? a. They are particularly bad at judging positive emotions in faces and show hyperactivity in the amygdala when viewing angry or fearful faces. b. They are particularly good at judging angry and fearful faces and show hyperactivity in the amygdala when viewing these faces. c. They are particularly bad at judging sad, fearful, and angry faces and show hyperactivity in the amygdala when viewing these faces. d. They are particularly bad at judging sad, fearful, and angry faces and show underactivity in the amygdala when viewing these faces.

Ans: D Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Knowledge Answer Location: What Causes Disruptive Mood Dysregulation Disorder?

Difficulty Level: Hard 9. In a frustrating visual task that was rigged to provide inaccurate feedback, children with DMDD produced which pattern of response compared to healthy controls? a. more agitation and greater activation of the amygdala b. more negative arousal and lower activation of the amygdala c. more agitation and greater activation in the right medial frontal gyrus and left anterior cingulate cortex d. more negative arousal and lower activation in the right medial frontal gyrus and left anterior cingulate cortex Ans: C Learning Objective: 13.1 Describe the key features of Disruptive Mood Dysregulation Disorder (DMDD) and differentiate DMDD from other conditions affecting young children. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: What Causes Disruptive Mood Dysregulation Disorder?

Difficulty Level: Hard 10. Research has indicated that those with DMDD may demonstrate temper outbursts for all of the following reasons EXCEPT ______. a. They may interpret their own frustration as anger and act accordingly. b. They may interpret others’ fear as anger and act aggressively toward them as a result. c. They may like that others are afraid of them and act out to perpetuate their power in these situations. d. They may find frustration and other similar states as particularly aversive and hard to handle and may act out more than the average child in response to similar stressors.

Ans: C Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Comprehension Answer Location: What Causes Disruptive Mood Dysregulation Disorder?

Difficulty Level: Medium 11. What is the recommended role of medication in treating DMDD? a. Lithium is the first-line medicinal treatment. b. Antipsychotics are the first-line medicinal treatment, but these are only effective in those with comorbid ADHD. c. Stimulant medication is the first-line medicinal treatment, but only in those with no comorbidities. d. Antidepressants are recommended for some youths with DMDD.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: D Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Knowledge Answer Location: What Evidence-Based Treatments Are Available for Disruptive Mood Dysregulation Disorder?: Medication Difficulty Level: Medium 12. Because the Treatment of Adolescent Suicide Attempters (TASA) study had no control group, which of the following CANNOT be concluded? a. All treatment conditions showed equivalent effectiveness. b. Any treatment is more effective than no treatment. c. Combined treatment is no more effective than medication alone. d. CBT is no more effective than medication.

Ans: B Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Analysis Answer Location: How Can Clinicians Help Youths Who Attempt Suicide?: Hospitalization and Safety Planning: Medication Difficulty Level: Medium 13. Which of the following is true of treatment for DMDD? a. Parent training is most effective in managing the child with DMDD’s irritability and anger. b. Summer programs for children with DMDD are effective in the short term, but show few longer term benefits. c. Family treatment is most effective when child and parent are in the same room for the duration of treatment. d. One focus of treatment is often on helping children with DMDD better interpret their own emotions and those of others.

Ans: D Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Comprehension Answer Location: Behavior Therapy Difficulty Level: Medium 14. Which is true regarding the relationship between sleep and DMDD? a. Children with a history of sleep problems are more likely to develop DMDD. b. The irritability and brain activation differences of children with DMDD make it harder for them to sleep. c. The comorbidity between DMDD and ADHD moderates the relationship between DMDD and sleep disturbance. d. Children with DMDD often experience sleep problems, but the direction of this relationship is still unknown.

Ans: D Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Comprehension Answer Location: Sleep Enhancement Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 15. Melanie has lost a significant amount of weight and hasn’t been able to sleep since she broke up with her boyfriend a month ago. She feels guilty for not having spent enough time with him while they were together and is having difficulty thinking about anything else. She is still happy to go to dance class and her weekly pizza night with friends, but often finds that she’s moving more slowly throughout her day. Her parents have observed that she also seems to be moving more slowly than before. Can Melanie be diagnosed with major depressive disorder? a. Yes. b. No, because it was triggered by a break-up. c. No, because it hasn’t persisted long enough. d. No, because it’s not clear that she has depressed mood or a loss of interest or pleasure in most activities.

Ans: D Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Application Answer Location: What Is Major Depressive Disorder?

Difficulty Level: Medium 16. Compared to adults with depression, children with depression ______. a. needn’t experience symptoms as long in order to be diagnosed b. needn’t experience as many symptoms in order to be diagnosed c. can display depressed mood as irritability d. can show weight gain or increased sleep instead of just reduction in eating or sleeping Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: What Is Major Depressive Disorder?

Difficulty Level: Easy 17. Safety plans involve all EXCEPT which of the following? a. means restriction b. identification of triggers c. identification of support sources d. consequences for not following the plan Ans: D Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Hospitalization and Safety Planning Difficulty Level: Medium 18. Which of the following patterns of symptoms of MDD is more common in children than adults? a. hypersomnia, weight gain, psychomotor agitation b. insomnia, weight loss, psychomotor agitation c. hypersomnia, weight loss, psychomotor retardation d. insomnia, weight gain, psychomotor retardation Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: What Is Major Depressive Disorder?

Difficulty Level: Medium 19. Which of the following is NOT a symptom of major depressive disorder? a. feelings of worthlessness or guilt b. depressed mood c. temper outbursts d. thought and concentration problems Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders. Cognitive Domain: Knowledge Answer Location: What Is Major Depressive Disorder?

Difficulty Level: Easy 20. Severity in major depressive disorder is determined by which of the following? a. number of episodes b. duration of the disturbance c. number of symptoms and amount of distress or impairment d. degree of suicidality Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: What Is Major Depressive Disorder?

Difficulty Level: Medium 21. Billie is assessed for suicide and determined to be at acute high risk. Which of the following is likely true of Billie? a. She will likely be sent home and her parents can protect her there. b. She must not have reported an active plan to commit suicide. c. She likely has thoughts of death but no current intent to die. d. She is likely to be hospitalized until her risk decreases.

Ans: D Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Application Answer Location: How Do Clinicians Assess Suicide Risk?

Difficulty Level: Medium 22. A children’s book called The Pout Pout Fish describes a fish who wants to be cheery but can’t because “It’s just the way I am.” This is most consistent with which disorder?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. MDD b. PDD c. DMDD d. bipolar disorder Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: What Is Persistent Depressive Disorder (Dysthymia)?

Difficulty Level: Easy 23. Which of the following is NOT a true distinction between major depressive disorder and persistent depressive disorder? a. Persistent depressive disorder tends to have gradual onset while the onset of major depressive disorder tends to be more sudden. b. Symptoms of MDD tend to be more severe. c. Though they both entail general sadness, there are no symptoms that overlap between major depressive disorder and persistent depressive disorder. d. Persistent depressive disorder is typically longer-lasting than major depressive disorder.

Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: What Is Persistent Depressive Disorder (Dysthymia)?

Difficulty Level: Medium 24. Which of the following is true regarding the prevalence of depression in children and adolescents? a. Overall, it has increased dramatically in the last 10 years. b. Boys are more likely than girls to have persistent depressive disorder while girls are more likely than boys to have major depressive disorder. c. The prevalence of major depressive disorder increases dramatically from childhood to adolescence. d. 20% of youths experience major depressive disorder at any given time.

Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Medium 25. All of the following are true of girls with depression (as compared to boys with depression) EXCEPT which of the following? a. Girls tend to show a greater number of symptoms. b. Girls tend to show more sudden onset of symptoms. c. Girls tend to show greater likelihood of self-harm. d. Girls tend to have longer initial depressive episodes.

Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Depression in Girls Difficulty Level: Medium 26. Excessive compliance may lead to depression because of which of the following? a. It limits the development of autonomy. b. It creates social tension with others. c. It provides few alternative coping strategies. d. It can lead to excessive guilt and helplessness.

Ans: A Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: Depression in Girls Difficulty Level: Hard 27. Which of the following is NOT a factor that prompts suicide according to interpersonal theory? a. perceived burdensomeness b. thwarted belongingness c. capability for suicide d. hopelessness Ans: D Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Interpersonal Theory Difficulty Level: Medium 28. The kindling hypothesis would predict which of the following? a. Those with a genetic predisposition toward depression would be more likely to manifest depressive symptoms. b. Those who have experienced recurrent depression are more likely to experience major life stressors. c. Those who have experienced an early depressive episode are more likely to view later minor stressors as more severe. d. Those who have experienced multiple depressive episodes become desensitized to stressors and have greater resilience in the face of future stressors.

Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: Depression Over Time Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 29. Which of the following was NOT a course of depressive symptoms identified by researchers? a. very low levels of depression across childhood and adolescence b. high levels of depressive symptoms in childhood that gradually diminish through adolescence c. consistent, moderate levels of depressive symptoms throughout childhood and adolescence d. low levels of depressive symptoms in childhood with dramatically higher levels in adolescence Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Depression Over Time Difficulty Level: Easy 30. Which of the following sets of individuals had the highest concordance for MDD and what does that tell us? a. Monozygotic twins raised together had only slightly higher concordance for MDD than monozygotic twins raised apart. This indicates a strong genetic component to the disorder. b. Monozygotic twins raised together had a higher concordance for MDD than monozygotic twins raised apart. This indicates the importance of nonshared environmental factors as primary in the development of the disorder. c. Dizygotic twins have a higher concordance rate for MDD than monozygotic twins, whether raised together or raised apart. This indicates there is a strong genetic component to the disorder. d. Twins had to have been raised together to show any concordance for MDD above that of typical siblings. This indicates a relatively small genetic role in MDD. Ans: A Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: Genes and Neurotransmitters Difficulty Level: Medium 31. Which of the following is the relationship between bullying/cyberbullying and suicide? a. Cyberbullying increases the rate of suicide in the victim, while bullying does not. b. Bullying increases the likelihood of suicide in the victim, while cyberbullying does not. c. Bullies are at increased risk for suicide while victims of bullies are not. d. Both bullies and their victims are at increased risk of suicide.

Ans: D Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Bullying and Cyberbullying Difficulty Level: Medium 32. Which of the following is NOT a way in which temperament is thought to relate to the development of depression? a. Children with difficult temperament may overreact to negative life events and have emotion regulation difficulties. b. Children with difficult temperament tend to selectively affiliate with each other, exacerbating their likelihood of experiencing and reacting severely toward life stressors.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 c. Children with difficult temperament may elicit negative reactions from caregivers and peers leading to low self-worth and depression. d. Children with difficult temperament may have greater problems coping with early childhood stressors.

Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Temperament Difficulty Level: Medium 33. Which of the following is NOT evidence presented in the text that the HPA axis is affected in depression? a. Chronically high levels of cortisol are found in those with depression. b. Giving synthetic cortisol to those with depression doesn’t “shut off “ cortisol production. c. Depressed youths sometimes show an enlarged pituitary. d. Depressed youths have increased sensitivity to small amounts of cortisol.

Ans: D Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Hypothalamus-Pituitary-Adrenal Dysregulation Difficulty Level: Medium 34. Research has indicated which of the following with respect to the role of stressful life events in the development of depression? a. Stressful life events, particularly during puberty, account for almost all of the variance in adolescent depressive symptoms. b. Stressful life events are most impactful in the development of depression when they occur in childhood. c. Stressful life events are most impactful in the onset of the initial depressive episode. d. The relationship between stressful life events and depression is that stressful life events predict depression but there is no influence in the other direction.

Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Stressful Life Events Difficulty Level: Medium 35. The main difference between a cognitive bias and a cognitive distortion as these terms apply to depression is which of the following? a. A cognitive distortion refers to selective attention to negative events while cognitive bias refers to selective attention to negative attributes of people. b. A cognitive distortion refers to a misperception of others’ intentions while cognitive bias refers to selective attention to one’s own motives. c. A cognitive distortion involves a perception or interpretation that is overblown and not consistent with reality while cognitive bias is a shift in looking at the world that involves selective attention to negative experiences.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Cognitive bias involves perceptions of others while cognitive distortions refer to misperceptions of one’s self.

Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: Beck’s Cognitive Theory of Depression Difficulty Level: Medium 36. Learned helplessness refers to which of the following? a. the inability to develop independent coping skills when parents are particularly intrusive b. expressions of uncertainty and help-seeking when faced with environmental stressors c. the propensity to not seek escape from stressors when past stressors were inescapable d. the informational transmission that social mores cannot be changed or overcome Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Depressogenic Attributions Difficulty Level: Easy 37. Ryan falls into the water during a school trip to the beach. Which of the following attributions is LEAST depressogenic? a. There was a big shell on the beach that I didn’t see. b. I’m so clumsy. c. No one could ever be friends with a kid like me. d. No matter how hard I try I just can’t help but be clumsy.

Ans: A Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Application Answer Location: Depressogenic Attributions Difficulty Level: Easy 38. A person with a depressogenic attributional style is likely to have which pattern of attributions for scoring a goal in a soccer game? a. internal, stable, global b. internal, stable, specific c. external, stable, specific d. external, unstable, specific Ans: D Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Application

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Depressogenic Attributions Difficulty Level: Medium 39. Research has linked depressogenic attributions to all EXCEPT which of the following? a. genetics b. negative life events c. depression itself d. social contagion Ans: A Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Depressogenic Attributions Difficulty Level: Medium 40. Parents can increase the suicide risk of their children in all of the following ways EXCEPT ______. a. Parents who have committed suicide have children with higher risk of suicide. b. Parents with mood disorders, substance use disorders, and personality disorders can compromise the care of their children and increase family stress, increasing the risk of suicide in children. c. Parents who provide strong support to their children, but whose children don’t perceive this support, have children at higher risk of suicide. d. Parents who are verbally abusive toward their children have children with higher rates of suicide than children who experience any other kind of child maltreatment.

Ans: D Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Family Problems; Child Maltreatment Difficulty Level: Medium 41. How does parental attachment form a template for future relationships? a. Children who receive intrusive care expect similar interactions with later individuals they will encounter. b. Children who receive unresponsive care often seek responsiveness in others. c. Children often believe they are incapable of engaging in interactions in ways other than the way their parents interacted with them. d. Insecurely attached children often believe that the best possible romantic partner is the one who most resembles their parents’ interaction style.

Ans: A Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Parent–Child Attachment Difficulty Level: Medium 42. Insecure attachment is associated with all of the following EXCEPT ______. a. feelings of low self-worth b. deriving self-esteem from accomplishments and approval c. less help-seeking in times of crisis

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. low self-reliance Ans: D Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Parent–Child Attachment Difficulty Level: Medium 43. If the link between maternal depression and child depression were purely genetic, which of the following would you expect? a. Adopted children would show no particular relationship between their depressive status and their adoptive parents’ depressive status. b. Twins raised apart would not be similar in their depressive status. c. Biological siblings would be more similar in their depressive status than parents and children would be. d. Parents who were discordant for depression would have the highest rate of depression in their children.

Ans: A Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: Maternal Depression Difficulty Level: Hard 44. Mothers who have high levels of ______ during pregnancy often have offspring who have difficulty regulating ______. a. stress; dopamine b. stress; cortisol c. depression; GABA d. depression; testosterone Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Maternal Depression Difficulty Level: Medium 45. The finding that maternal depression is associated with less responsive and more hostile parenting behavior provides support for which hypothesis of the cause of depression? a. the monoamine hypothesis b. the intergenerational interpersonal stress model c. the peer contagion model d. the social-information processing theory of depression Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Analysis Answer Location: Maternal Depression Difficulty Level: Medium 46. Based on findings of the factors that predict depressive symptoms, which of the following individuals would be at highest risk? a. Mikayla, who has few friends and thinks to herself, “Who cares about them anyway? They’re all a bunch of phonies.” b. Teagan, who has few friends and thinks to herself, “Everyone else has someone and I have no one.

There must be something really wrong with me.” c. Akeela, who has a lot of friends but who sometimes wonders, “Who am I really? What is really important to me?” d. Willa, who has an average number of friends, but asks herself, “I wonder what they’d like me to do?

How can I make them happiest?”

Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Application Answer Location: Friends Difficulty Level: Hard 47. Which of the following best reflects the results on the relationship between peers and depression? a. Positive peer relationships can provide substantial resilience in the face of other psychosocial stressors. b. Problematic peer relationships can predict depression. c. Positive peer relationships can provide resilience against depression and problematic peer relationships can predict depression. d. There is no reliable relationship, positive or negative, between peer relationships and depression.

Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Friends Difficulty Level: Hard 48. The social information-processing theory of depression holds which of the following? a. Children with depression have a hostile attribution bias and believe that others’ perceived hostile actions derive from external and unstable factors. b. Children with depression have a victim attribution bias and believe that others’ perceived hostile actions derive from external and unstable factors. c. Children with depression have a hostile attribution bias and believe that others’ perceived hostile actions derive from internal and stable factors. d. Children with depression have a victim attribution bias and believe that others’ perceived hostile actions derive from external and stable factors.

Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Comprehension Answer Location: Social Information Processing Difficulty Level: Medium 49. Which of the following is true about tricyclic antidepressants? a. They are the most effective treatment for childhood depression. b. They affect serotonin and dopamine systems. c. They are much more effective in children than in adults. d. They have severe side effects for more than 10% of children.

Ans: D Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Effectiveness Difficulty Level: Medium 50. Complete this statement: No SSRIs ______. a. are more effective than placebo in treating childhood depression b. increase the availability of serotonin, modulating it to normal levels c. are FDA approved for treating depression in children d. showed a large (>20%) increase in improvement of childhood depressive symptoms over placebo Ans: D Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Effectiveness Difficulty Level: Medium 51. In which of the following ways is substance use NOT related to suicide? a. Alcohol is often used immediately before suicide and may reduce inhibitions against self-injury. b. Amphetamine may increase the risk of suicide by increasing impulsive decision-making. c. Marijuana may increase the risk of suicide by making the adolescent more careless, for instance when driving. d. Substance use disorders increase the risk of suicide, particularly when an individual has several substance use disorders simultaneously.

Ans: C Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Comprehension Answer Location: Substance Use Problems Difficulty Level: Medium 52. Which of the following diagnoses is NOT associated with an increased risk of suicide? a. conduct disorder b. persistent depressive disorder c. bipolar disorder d. obsessive compulsive disorder Ans: D

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Mental Health Problems Difficulty Level: Easy 53. One of the main components of CBT for depression is which of the following? a. removing response-contingent reinforcement to give youths a sense of unconditional positive regard b. enhancing anhedonia c. challenging cognitive bias and distortion d. valuing the client’s independence and preventing overreliance on social networks in times of stress Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Cognitive–Behavioral Therapy for Children Difficulty Level: Easy 54. “Psyching-up” is which of the following? a. a component of the Coping with Depression Program b. a component of coping with negative emotions c. a term for directing all of a child’s energy and attention to solving a problem d. a way for a child with depression to reward himself or herself after solving a problem Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Cognitive–Behavioral Therapy for Children Difficulty Level: Medium 55. Which of the following is NOT a method to improve coping skills used in Stark’s treatment for childhood depression? a. providing alternative explanations for situations that have contributed to the child’s negative mood b. teaching relaxation exercises c. asking the child to interview nondepressed peers to generate additional coping ideas d. introducing pleasurable activities into the week that the child actively plans Ans: A Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Cognitive–Behavioral Therapy for Children Difficulty Level: Medium 56. Ayumi, an 8-year-old working through a depression, tells her therapist that the other day when she came back from the classroom after having gone to the bathroom, none of the kids even looked at her

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 when she walked in the door. She said it proved that no one liked her or cared about her. Her therapist asked her whether there was anything else that might have explained their behavior—for instance, were they all working on a math worksheet when she came in? Her therapist is helping Ayumi engage in which of the following? a. What’s the Evidence? b. Alternative Interpretations c. What If? d. Psyching Up Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Application Answer Location: Cognitive–Behavioral Therapy for Children Difficulty Level: Easy 57. Which of the following best describes the effectiveness of CBT for treating childhood depression? a. It is no more effective than placebo. b. It is more effective than any other kind of psychotherapy. c. It is as effective as several other kinds of psychotherapy, particularly in the long term. d. It is less effective than several other kinds of psychotherapy in the short term, but more effective in the long term.

Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Cognitive–Behavioral Therapy in Children Difficulty Level: Medium 58. Why is the Adolescent Coping With Depression (CWD-A) course held in a classroom environment? a. to be more familiar to adolescents b. to be more cost-effective, allowing for the treatment of many youths at the same time c. to be less stigmatizing d. to allow researchers to use existing schools to carry out treatments Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Cognitive–Behavioral Therapy for Adolescents Difficulty Level: Medium 59. Which of the following is one of the primary differences between cognitive–behavioral therapy for children and for adolescents? a. Only cognitive–behavioral therapy for children involves planning pleasurable activities. b. Only cognitive–behavioral therapy for adolescents involves relaxation techniques. c. Only cognitive–behavioral therapy for adolescents involves learning how to brainstorm possible solutions to interpersonal problems.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Only cognitive–behavioral therapy for children specifically involves the What’s the Evidence? and What If? approaches to cognitive restructuring.

Ans: D Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: What Evidence-Based Psychotherapies Are Available for Youths With Depression?

Difficulty Level: Medium 60. Which of the following is the best predictor of a future suicide attempt? a. diagnosis of depression b. ethnicity c. the combination of age and gender, with females between 12 and 18 at highest risk d. previous suicidal thoughts and actions Ans: D Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Previous Suicidal Thoughts or Actions Difficulty Level: Easy 61. Ronnie describes his parents as uncaring and unyielding. “They won’t let me stay out late, even for football games, so I had to quit the team,” Ronnie said. “It’s like they don’t remember what it was like to be young.” Robbie’s experiencing which of the following? a. grief and loss b. interpersonal role dispute c. role transition d. interpersonal deficit Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Application Answer Location: Interpersonal Psychotherapy for Adolescents Difficulty Level: Medium 62. “I just couldn’t find my place in the family anymore after my sisters had their children,” Sherry said. ”Being the youngest, I suddenly felt like a third class citizen. That’s when I began to feel depressed.”

Sherry’s interpersonal therapist might help her through which of the following? a. grief and loss b. interpersonal role dispute c. role transition d. interpersonal deficit Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Application Answer Location: Interpersonal Psychotherapy for Adolescents Difficulty Level: Medium 63. Complete the following statement: Interpersonal therapy ______. a. has never had its effectiveness examined in adolescents b. is no more effective than traditional counseling in improving social functioning c. is no more effective than traditional counseling in reducing depressive symptoms d. is more effective than traditional counseling in both improving social functioning and reducing depressive symptoms Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Interpersonal Psychotherapy for Adolescents Difficulty Level: Medium 64. The Treatment for Adolescents with Depression Study did NOT include which of the following groups? a. fluoxetine (Prozac) only b. CBT only c. psychotherapy placebo d. placebo Ans: C Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Should Medication and Psychotherapy Be Combined to Treat Depression?

Difficulty Level: Medium 65. Which of the following best describes the effectiveness of CBT combined with medication to treat depression? a. Statistically, the combination of CBT and medication is no more effective than CBT alone. b. Statistically, the combination of CBT and medication is more effective than medication alone. c. Medication was no more effective than placebo. d. Any group that had medication as part or all of their treatment outperformed placebo groups.

Ans: D Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Should Medication and Psychotherapy Be Combined to Treat Depression?

Difficulty Level: Hard 66. Which of the following is one of the reasons that African Americans may have lower rates of suicidality overall than other ethnic groups? a. African Americans tend to have higher self-esteem than other ethnic groups. b. African Americans tend to have higher degrees of religious belief and involvement. c. African Americans may prioritize the needs of the family and community above their own needs.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. African Americans may experience a high rate of stigma regarding mental health issues.

Ans: B Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Comprehension Answer Location: Ethnicity Difficulty Level: Medium 67. Children who don’t respond to antidepressant medication showed which of the following? a. additional improvement when CBT was added to their treatment, and the added benefits were still present at 24-week follow-up b. additional improvement when CBT was added to their treatment, though the added benefits were no longer present at 24-week follow-up c. no additional improvement when CBT was added to their treatment initially, though some gains were seen at the 24-week follow-up d. no additional improvement when CBT was added to their treatment Ans: B Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Should Medication and Psychotherapy Be Combined to Treat Depression?

Difficulty Level: Hard 68. Marlene accidentally falls off a step stool when she’s changing a lightbulb and hits the step stool, getting a large red mark on her leg. Is this self-injurious behavior? a. Yes. b. No, because it only happened once. c. No, because it is not deliberate. d. No, because the step stool was the instrument that hurt her, not Marlene herself.

Ans: C Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Application Answer Location: Suicide Difficulty Level: Medium 69. Which of the following statements regarding suicidality by ethnicity is true? a. African Americans report the highest rates of suicidal thoughts. b. American Indian girls show the highest rates of suicide death. c. White girls show the highest rates of suicide attempts. d. Latinas are one of the groups most likely to attempt suicide.

Ans: D Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Ethnicity Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

70. Which of the following is true of the prevalence of suicide? a. It remains the highest cause of death among adolescents in the United States. b. The prevalence of suicide, though high, has remained steady for the past 20 years. c. The prevalence of suicide among young girls has increased 200% in the past 15 years. d. In the past 15 years, suicide has become more common in children (ages 10–14) than in adolescents (ages 15–24).

Ans: C Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: How Common Is Child and Adolescent Suicide?

Difficulty Level: Medium 71. The results of the National Comorbidity Survey have indicated which of the following? a. Many more youths plan suicide than actually attempt it. b. About 10 times as many youths have suicidal ideation than actually plan suicide. c. More youths attempt suicide than plan it because some youths attempt suicide without a plan. d. The number of adolescents with a lifetime history of suicidal ideation is almost exactly the same as the number with a lifetime history of depression.

Ans: C Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Comprehension Answer Location: How Common Is Child and Adolescent Suicide?

Difficulty Level: Medium

True/False 1. Temper outbursts must be physical to meet criteria for DMDD. Ans: F Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Knowledge Answer Location: What Is Disruptive Mood Dysregulation Disorder?

Difficulty Level: Medium 2. Parent training is typically sufficient to treat DMDD. Ans: F Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Knowledge Answer Location: Behavior Therapy Difficulty Level: Easy 3. Girls have a higher prevalence of depression in adolescence than boys do, though boys and girls show equal rates of depression in childhood.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: T Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Overall Prevalence Difficulty Level: Medium 4. Having a single episode of major depressive disorder is less common than having recurrent episodes.

Ans: T Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Depression Over Time Difficulty Level: Medium 5. Automatic cognitions about threat and personal vulnerability are most common in depressed youths.

Ans: F Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Beck’s Cognitive Theory of Depression Difficulty Level: Hard 6. Relational aggression is associated with depression in both boys and girls.

Ans: T Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Knowledge Answer Location: Friends Difficulty Level: Medium 7. Cognitive–behavioral therapy is more effective than any other treatment for adolescents with depression.

Ans: F Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Comprehension Answer Location: Should Medication and Psychotherapy Be Combined to Treat Depression?

Difficulty Level: Medium 8. Girls are more likely to die from suicide than boys.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: F Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Gender Difficulty Level: Easy 9. Parents who have committed suicide have children at greater risk of suicide but otherwise parents’ mental health status does not impact children’s risk of suicide.

Ans: F Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Family Problems Difficulty Level: Easy 10. A therapist asks a boy, “Is there any part of you that wants to die?” This question is meant to assess thoughts of death.

Ans: F Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Application Answer Location: How Do Clinicians Assess Suicide Risk?

Difficulty Level: Medium 11. Research has shown that the increased risk of suicide in gay, lesbian, bisexual, and transgender youth can be accounted for almost entirely by their increased risk of bullying.

Ans: F Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Sexual Minority Identification Difficulty Level: Medium 12. Asking about suicide directly has been shown to increase suicide risk, so alternative methods are typically used in clinical practice.

Ans: F Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Comprehension Answer Location: How Do Clinicians Assess Suicide Risk?

Difficulty Level: Medium 13. The time of greatest risk for a suicide attempt is the first year after hospitalization for a prior suicide attempt.

Ans: T

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior. Cognitive Domain: Knowledge Answer Location: Hospitalization and Safety Planning Difficulty Level: Medium 14. Peer support programs can be very effective in reducing suicidal thoughts, but not attempts, in adolescents.

Ans: F Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Knowledge Answer Location: Can We Prevent Suicide in Children and Adolescents?

Difficulty Level: Medium

Essay 1. Why did rates of bipolar disorder in children increase so much from the 1990s through the 2000s?

What was the response of the DSM-5?

Ans: The combination of hyperactivity, irritability, and severe temper outbursts greatly impaired some children’s lives across multiple settings. ADHD and ODD did not seem to capture the severity of their condition, and so bipolar disorder was the diagnosis used instead. This “pediatric bipolar disorder” included mixed moods and relatively persistent dysphoria with frequent rages. This new definition vastly increased the number of diagnoses of the condition. However, children with this condition were very unlikely to have bipolar disorder in later life. This is why DMDD was developed as a separable condition in DSM-5 and classified as a depressive disorder.

Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Comprehension Answer Location: Pediatric Bipolar Disorder Difficulty Level: Easy 2. In what ways might the challenges those with DMDD have with face processing relate to the emergence of the disorder?

Ans: Studies have shown that individuals with DMDD have challenges with face processing, in particular, in separating negative emotions such as “sad”, “fearful” and “angry.” This could cause them, along with hostile attribution bias, to view those who are sad and fearful as being angry and could provoke a temper outburst. This means that those who are sad and would often provoke a comforting response in others might provoke an angry or irritated response in those with DMDD, lessening their social connections with others. Further, those who are exhibiting fearful reactions to the child with DMDD could provoke him or her further if their reaction were perceived instead as anger. Because of these deficits in emotional processing, kids with DMDD may selectively pay attention to negative social cues and then respond impulsively in an angry or aggressive manner.

Learning Objective: LO 13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD. Cognitive Domain: Analysis Answer Location: What Causes Disruptive Mood Dysregulation Disorder?

Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 3. A model of depression to explain its higher prevalence in girls centers around excessive empathy, excessive compliance, and problems with emotion regulation. If a boy exhibited all three of these factors, would he too be at higher risk for depression? Why or why not?

Ans: Yes. There’s nothing about these factors that is particular and exclusive to girls, it’s just that these factors tend to be seen more in girls than in boys. If a boy had all of these traits, he too would be at higher risk for depression.

Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: Depression in Girls Difficulty Level: Medium 4. What is the evidence for the monoamine hypothesis?

Ans: Youths treated with medications that produce changes in serotonin functioning often show alleviation of depression. Further, the more their serotonin is adjusted, the greater their symptom reduction. Further still, molecular genetics has found several genes that predicted depression in adolescent females; these genes were responsible for serotonergic activity, though they may not produce depression unless the girl also experienced stressful life events.

Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: Genes and Neurotransmitters Difficulty Level: Medium 5. What does it mean that the influence between stressful life events and depression is bidirectional? How could that be?

Ans: It was originally thought that stressful life events predisposed individuals toward depression. This direction makes sense because such stressors could tax underdeveloped social skills, remove or minimize social support, or reinforce feelings of guilt, worthlessness and hopelessness. However, a bidirectional approach also would predict that depression increases the likelihood of experiencing stressful life events. This could be true if youths with depression elicit stressful events from the environment, perhaps due to peer rejection and social isolation which perpetuates social and other challenges.

Learning Objective: LO 13.2. Describe the key features of major depressive disorder (MDD) and dysthymic disorder, and show how children might manifest these disorders differently than adults.

Analyze the major causes of depressive disorders in children and adolescents ranging from genetic– biological factors to social–cultural influences. Evaluate the efficacy and safety of medication, psychosocial therapy, and combined treatment for youths with depressive disorders.

Cognitive Domain: Analysis Answer Location: Stressful Life Events Difficulty Level: Medium 6. How does the hopelessness theory differ from the interpersonal-psychological theory with respect to the risk for suicide?

Ans: Hopelessness theory predicts that suicide risk increases due to youths’ internalization of the negative nature of certain events. In particular, this occurs when they attribute negative events to causes that are unlikely to change and that are global (i.e., not isolated to the specific occurrence). Further, because youths believe these negative consequences are important, they see themselves as worthless because of the event and collectively this leads to hopelessness which predicts suicide. The interpersonal-psychological theory focuses more on the relationship between the individual and others.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 According to this theory, people might become suicidal when they view themselves as burdens, feel a sense of exclusion or non-belongingness, and feel capable of self-harm (probably through reduced inhibition through repeated self-injury, or progressive self-injury or attempts at suicide).

Learning Objective: LO 13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity. Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Cognitive Domain: Comprehension Answer Location: What Theories Help Explain Suicide in Children and Adolescents?

Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 14: Pediatric Bipolar Disorders and Schizophrenia Test Bank Multiple Choice 1. Mania is ______. a. required for a diagnosis of any bipolar disorder b. required for a diagnosis of bipolar I disorder c. not sufficient for a diagnosis of bipolar I disorder d. the first set of symptoms to develop in any individual’s bipolar disorder Ans: B Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: What Are Bipolar Disorders?

Difficulty Level: Hard 2. Which is the longest lasting bipolar disorder in children? a. bipolar I disorder b. bipolar II disorder c. cyclothymia d. schizophrenia Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: What Are Bipolar Disorders?

Difficulty Level: Easy 3. Complete the following statement: Skills training ______. a. is the most effective therapy for individuals with schizophrenia b. is the most effective therapy for individuals with schizophrenia living with their families c. is the most effective therapy for individuals with schizophrenia living independently d. is not an effective therapy for individuals with schizophrenia Ans: B Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge Answer Location: Efficacy Difficulty Level: Medium 4. Which of the following symptoms are most specific to bipolar disorder? a. euphoria and an increase in energy b. euphoria and risk-taking behaviors c. excessive talking and flight of ideas d. grandiosity and altered perceptions Ans: A

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Bipolar I Disorder Difficulty Level: Medium 5. Alyssa is suspected of having bipolar disorder She’s experiencing grandiosity, flight of ideas, and psychomotor agitation. She could be diagnosed with bipolar I disorder only if she also experienced which of the following? a. irritability b. changes in mood and energy c. pressured speech and decreased need for sleep d. excessive involvement in activities with a high potential for painful consequences and distractibility Ans: B Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Application Answer Location: Bipolar I Disorder Difficulty Level: Medium 6. Marco tells his football coach he has ideas for different and better plays. He also believes he cannot be tackled, and can kick a field goal from 80 yards away (which is impossible even for professional players).

This relates to which symptom of mania? a. grandiosity b. flight of ideas c. elevated or expansive mood d. excessive involvement in activities with high potential of painful consequences Ans: A Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Application Answer Location: Bipolar I Disorder Difficulty Level: Easy 7. Milo decides that he will read every book in his house. He makes a tower of 50 books and starts flipping through the pages of each of them, even though many have words that he can’t understand. This is most related to which symptom of mania? a. grandiosity b. increased activity c. elevated or expansive mood d. excessive involvement in activities with high potential of painful consequences Ans: B Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Application Answer Location: Bipolar I Disorder Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

8. How is the distractibility seen in mania different than the distractibility seen in ADHD? a. The distractibility seen in mania typically has an earlier onset. b. The distractibility seen in mania reflects a marked change in typical behavior. c. The distractibility seen in mania is typically more long lasting. d. The distractibility seen in mania is a relatively rare symptom of mania whereas distractibility is a common symptom in ADHD. Ans: B Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Bipolar I Disorder Difficulty Level: Medium 9. Which of the following manic symptoms is LEAST useful in identifying bipolar disorder in children? a. pressured speech b. grandiosity c. decreased need for sleep d. involvement in high-risk sexual activity Ans: A Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Bipolar I Disorder Difficulty Level: Medium 10. Negative symptoms in schizophrenia have been most effectively treated by which of the following? a. CBT b. conventional antipsychotics c. atypical antipsychotics d. supportive psychotherapy Ans: C Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Is Medication Effective for Youths With Schizophrenia?: Atypical Antipsychotics Difficulty Level: Medium 11. Which of the following is NOT typically part of psychosocial treatment for individuals with schizophrenia? a. psychoeducation b. motivational interviewing to encourage medication adherence c. cognitive–behavioral interventions d. adjusting to long-term hospitalization Ans: D Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Is Psychotherapy Effective for Youths With Schizophrenia?

Difficulty Level: Easy 12. Sarah had a manic episode at age 6, but since then has not had another one. About a year ago, she experienced a depressive episode and more recently seems to be experiencing hypomania. Which of the following would be considered for a diagnosis for Sarah? a. major depressive disorder b. cyclothymia c. bipolar I disorder d. bipolar II disorder Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Application Answer Location: Bipolar II Disorder Difficulty Level: Medium 13. A person can be diagnosed with cyclothymia even if ______. a. he or she has experienced a manic episode b. he or she has experienced a major depressive episode c. he or she has experienced a hypomanic episode d. he or she experiences hypomanic and depressive symptoms without meeting full criteria for either a hypomanic or depressive episode Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Cyclothymic Disorder Difficulty Level: Easy 14. Which of the following is NOT a side effect of antipsychotics? a. akathisia b. tardive dyskinesia c. alogia d. sedation Ans: C Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge Answer Location: Atypical Antipsychotics Difficulty Level: Medium 15. Mindy has been diagnosed with bipolar I disorder. Lately, she’s begun believing that she is actually a lost princess. This is an example of a ______ and means that her diagnosis might instead have which specifier? a. hallucination, with mixed features b. delusion, with mixed features c. hallucination, with psychotic features d. delusion, with psychotic features

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Application Answer Location: Psychotic Features Difficulty Level: Medium 16. Which of the following is true about mixed moods? a. They are relatively common in adults with bipolar disorder. b. They involve having elements of both mania and hypomania simultaneously. c. They can involve fluctuations from mania to depression within a single 24 hour period. d. They are relatively rare in children with bipolar disorder.

Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Mixed Features Difficulty Level: Medium 17. Billy keeps running around the classroom. Though the teacher tells him to sit down, Billy says he can’t because he has to chase the magical butterflies—if he catches one, he’ll become king. This symptom is most consistent with which of the following? a. oppositional defiant disorder b. conduct disorder c. ADHD d. bipolar disorder Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Application Answer Location: Externalizing Behavior Problems Difficulty Level: Easy 18. Which of the following is a difference in bipolar disorders between men and women? a. overall prevalence of bipolar I disorder b. more frequent manic episodes in women than in men c. more psychotic features in women than in men d. later symptom onset in men than in women Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Gender, Age, and Ethnicity Difficulty Level: Medium 19. Carl began showing irritability and difficulty thinking, symptoms of his later diagnosed bipolar disorder, about 14 months before he was first diagnosed. Then, gradually, the number and intensity of symptoms increased. Which of the following best describes Carl?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. Fourteen months before his diagnosis, he was in the prodromal phase, and he had insidious symptom onset. b. He cannot be diagnosed with bipolar I disorder because his symptom onset was gradual. c. The prodromal symptoms Carl displayed were unusual for those with bipolar disorders. d. Carl should have been diagnosed 14 months ago when the first symptom appeared.

Ans: A Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Application Answer Location: Course and Outcomes Difficulty Level: Hard 20. The Course and Outcome of Bipolar Youth (COBY) study indicated which of the following? a. Most youths had persistent mood problems for the 4 years of the study, never experiencing full recovery. b. Most youths had recurrent mood problems, experiencing another mood episode after the initial one within the four years of the study. c. Most youths experienced repeated manic episodes but no depressive episodes during the course of the study. d. The average time to initial recovery was approximately one year.

Ans: B Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Course and Outcomes Difficulty Level: Hard 21. Compared to those whose symptoms emerge in adulthood, those whose bipolar symptoms emerge in childhood and adolescence experience ______. a. greater frequency of depressive symptoms b. more relapse over time c. fewer substance use problems but more educational problems d. greater remission of symptoms Ans: B Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Course and Outcomes Difficulty Level: Medium 22. Why are atypical antipsychotics less likely to cause extrapyramidal side effects than conventional antipsychotics? a. because only conventional antipsychotics bind to dopamine receptors b. because only atypical antipsychotics target positive symptoms c. because only conventional antipsychotics have an affinity for both dopamine and serotonin receptors d. because atypical antipsychotics bind more weakly to dopamine receptors Ans: D Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge Answer Location: Is Medication Effective for Youths With Schizophrenia?: Atypical Antipsychotics Difficulty Level: Medium 23. Children of adults with bipolar disorder are more likely to experience all of the following conditions EXCEPT ______. a. bipolar disorders b. depressive disorders c. anxiety disorders d. posttraumatic stress disorder Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: What Causes Bipolar Disorders in Youths?: Genetics Difficulty Level: Medium 24. Which of the following brain differences is most commonly seen in individuals with bipolar disorders? a. larger brain overall b. hypoactivation of the amygdala c. hypoactivation of the prefrontal cortex d. enlarged ventricles Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Brain Structure and Functioning Difficulty Level: Medium 25. Individuals with bipolar disorders often have difficulty with emotional processing. Which of the following best describes the nature of this difficulty? a. difficulty distinguishing happy from surprised and scared faces b. no preference for faces, even happy faces, over objects c. interpreting neutral faces as sad, angry, or hostile but only when in a depressive state d. interpreting neutral faces as sad, angry, or hostile even when not experiencing mood episodes Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Brain Structure and Functioning Difficulty Level: Medium 26. When playing a frustrating computer game that was rigged against them, youths with bipolar disorder reacted in which of the following ways? a. They showed blunted affect (no emotional response) and had suppressed activity in the insula. b. They displayed more negative emotion and showed greater activation in the amygdala. c. They demonstrated more abusive behavior toward the machine and the experimenters and increased cortisol release, but only if they were currently in a depressive state.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. They reported more sadness and negative emotion and showed greater activity in the right superior frontal gyrus and lower activity in the insula.

Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Emotion Regulation Difficulty Level: Hard 27. Hostility from parents toward children with bipolar disorders is most likely to arise in which of the following situations? a. Parents fear the onset of another mood episode. b. Parents attribute youths’ disruptive behavior to the illness. c. Parents have low expressed emotion. d. Parents attribute youths’ disruptive behavior to deliberate, willful acts of malice.

Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Family Functioning Difficulty Level: Medium 28. Because conventional antipsychotics bind to D2 receptors in the mesolimbic pathway, they are most effective at ______. a. increasing motivation b. restoring appropriate emotional expression c. reducing hallucinations d. eliminating all symptoms of schizophrenia Ans: C Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Analysis Answer Location: Conventional Antipsychotics Difficulty Level: Hard 29. Which of the following comments would NOT be assessed by clinicians as a statement contributing toward “expressed emotion “? a. I care about you and I want to do what I can to support you. b. I am constantly worried that you won’t take your medication and what will happen to you if that happens; I can’t fall asleep until I know you’ve taken your medication. c. When you act that way, I have to leave. I know you can do better and you’re choosing this behavior. d. I don’t understand why you can’t just do your chores like your brother and sister. You’re using your diagnosis as an excuse.

Ans: A Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Application

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Family Functioning Difficulty Level: Easy 30. Expressed emotion predicts which of the following? a. existence of bipolar disorders b. age of onset of bipolar disorders c. psychotic features in bipolar disorders d. relapse in bipolar disorders Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Family Functioning Difficulty Level: Medium 31. Which of the following is one of the main differences between attenuated psychosis syndrome (APS) and schizophrenia? a. Only schizophrenia involves hallucinations and delusions. b. Attenuated psychosis syndrome can only be diagnosed in those under the age of 18. c. The number of symptoms required for diagnosis is fewer for APS than for schizophrenia. d. Only schizophrenia must cause clinically significant distress or impairment.

Ans: C Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Predicting Schizophrenia: Attenuated Psychosis Syndrome Difficulty Level: Medium 32. What is the primary reason that lithium is no longer considered a first-line treatment for youths with bipolar disorders? a. It was found to be no more effective than placebo in a randomized study on bipolar youths. b. Its effectiveness has never been tested against the effectiveness of a placebo. c. Almost a third of youths could not tolerate the side effects of lithium. d. The method of action of lithium is unknown.

Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Mood Stabilizers and Anticonvulsants Difficulty Level: Medium 33. Complete the following statement: Anticonvulsants ______. a. have been extensively studied for use in children with bipolar disorders b. have few side effects c. are vastly more effective than placebo in treating bipolar disorders d. increase GABA and decrease glutamate Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Mod Stabilizers and Anticonvulsants Difficulty Level: Medium 34. Which of the following are the most commonly prescribed medications for youths with bipolar disorders? a. antidepressants b. mood stabilizers c. anticonvulsants d. atypical antipsychotics Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Is Medication Effective for Youths With Bipolar Disorders?: Atypical Antipsychotics Difficulty Level: Easy 35. Which of the following is true of the use of atypical antipsychotics to treat bipolar disorders in youths? a. They are about equally effective as lithium, but with fewer side effects. b. They are most useful in dealing with the depressive aspects of bipolar disorders. c. They have high response rates, but low recovery rates. d. Their side effects make them intolerable by the majority of people who try to use them.

Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Is Medication Effective for Youths With Bipolar Disorders?: Atypical Antipsychotics Difficulty Level: Medium 36. Which of the following is NOT a component common to all psychotherapy for bipolar disorders? a. psychoeducation b. family involvement c. cognitive restructuring d. skill building Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Is Psychotherapy Effective for Youths With Bipolar Disorders?

Difficulty Level: Medium 37. Which of the following is NOT a component of child- and family-focused CBT? a. teaching children to recognize and regulate strong emotions b. teaching parents to manage stress c. teaching parents to set firm limits d. providing parents and children social skills training Ans: C

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Child- and Family-Focused Cognitive–Behavioral Therapy Difficulty Level: Medium 38. Which type of psychotherapy for youths with bipolar disorders can be administered to multiple families simultaneously? a. child-focused CBT b. family-focused CBT c. psychoeducational psychotherapy d. family focused treatment Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Psychoeducational Psychotherapy Difficulty Level: Medium 39. Which of the following best explains the relationship between cannabis use and schizophrenia? a. All those who use cannabis are at increased risk for schizophrenia. b. There is no relationship between the use of cannabis and the risk of schizophrenia. c. Cannabis use is not related to increased risk of schizophrenia in those with a particular allele of the COMT gene, but is related to increased risk of schizophrenia in those with a different allele. d. Cannabis use is related to increased risk of schizophrenia only in males with a particular allele of the COMT gene, but not in females with the same allele.

Ans: C Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Environmental Risks Difficulty Level: Medium 40. Coping skills associated with psychoeducational psychotherapy include all EXCEPT which of the following? a. creative b. active c. rest and relaxation d. environment Ans: D Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Psychoeducational Psychotherapy Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 41. The best evidence that multifamily psychoeducational psychotherapy (MF-PEP) is effective in treating those with bipolar disorder comes from the fact that a large, randomized controlled trial (Fristad et al., 2009) found which of the following? a. higher levels of effectiveness for children with bipolar disorders than for those with depressive disorders. b. lower levels of mood symptoms in children who had participated in MF-PEP than those who participated in pharmacotherapy c. lower levels of mood symptoms in children who had participated in MF-PEP than wait list controls and reduction in mood symptoms among wait list controls when they received the treatment d. the 90% completion rate for the program, which is extremely high Ans: C Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Analysis Answer Location: Psychoeducational Psychotherapy Difficulty Level: Hard 42. Communication enhancement training in family-focused therapy typically entails which of the following? a. increasing expressed emotion b. enhancing sharing of positive feelings and making positive requests c. not voicing negative or potentially offensive emotions or requests d. making sure emotion is part of every interaction Ans: B Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Family-Focused Treatment for Adolescents Difficulty Level: Easy 43. Which of the following is the most common modality for hallucinations? a. auditory b. visual c. tactile d. olfactory Ans: A Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge Answer Location: Core Features Difficulty Level: Easy 44. Marcus sometimes sees shadows that are not really there. Would this be considered a visual hallucination? a. Yes. b. No, because it is not a fully formed shape. c. No, because it doesn’t happen all the time. d. No, because light and shadow are specifically excluded from the diagnostic criteria for the disorder.

Ans: A

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Application Answer Location: Core Features Difficulty Level: Medium 45. Which of the following is the best example of a delusion? a. Zena believes that she is pregnant. After having multiple pregnancy tests and an ultrasound that all show no evidence of pregnancy, she still believes she will be giving birth in just a few months. b. Elliot wants to be a professional football player when he grows up, despite the fact that he is small for his age and not particularly good at football. Any criticism about his playing just motivates him to practice more. c. Violet sometimes hears girls in her class whispering about her. When she turns around and asks them why they were whispering, they give her a confused look and said they weren’t—she must have been hearing things. d. Tom thinks he is a very fast runner. He tries out for the track team, and only when five other kids pass him, does he realize that he’s not so fast.

Ans: A Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Application Answer Location: Core Features Difficulty Level: Medium 46. Mary believes that the rapper Jay-Z is her real father, despite the fact that she’s met her real father many times and he even has a DNA test that shows he’s her father. Mary’s belief is which of the following? a. a hallucination. b. a delusion of control c. a delusion of reference d. a delusion of grandiosity Ans: D Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Application Answer Location: Core Features Difficulty Level: Medium 47. Which of the following is NOT a language difference that may be seen in individuals with schizophrenia? a. complete absence of speech/selective mutism b. knight’s move thinking c. thought blockage d. neologism Ans: A Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Core Features Difficulty Level: Medium 48. Disturbances in affect in schizophrenia ______. a. are very rare among youths b. typically involve very extreme, particularly positive, emotional displays, such as hysterical laughter c. are typically only seen in those with comorbid mood problems d. may include avolition Ans: D Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Core Features Difficulty Level: Hard 49. Can an individual with ASD be additionally diagnosed with schizophrenia? a. No. b. Yes, but only if he or she is above the age of 12. c. Yes, but only if the diagnosis of schizophrenia consists of positive symptoms. d. Yes, but only if the individual experiences negative symptoms.

Ans: C Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Core Features Difficulty Level: Hard 50. The dopamine hypothesis holds which of the following? a. Excessive dopaminergic activation along the mesocortical pathway is responsible for the negative symptoms in schizophrenia. b. Dampened dopaminergic activation along the mesolimbic pathway is responsible for the negative symptoms in schizophrenia. c. Dampened dopaminergic activation along the mesolimbic pathway is responsible for the positive symptoms in schizophrenia. d. Excessive dopaminergic activation along the mesolimbic pathway is responsible for the positive symptoms in schizophrenia.

Ans: D Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Neural Pathways Difficulty Level: Medium 51. What is the relationship between gray matter and schizophrenia? a. Individuals with schizophrenia have much greater amounts of gray matter than typically developing individuals. b. Individuals with schizophrenia showed a dramatic increase in the amount of gray matter immediately before the onset of their psychosis. c. Individuals with schizophrenia showed a dramatic decrease in the amount of gray matter but only after experiencing multiple psychotic episodes.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Individuals with schizophrenia tend to show rapid, excessive neural pruning, particularly immediately before their first psychotic episode.

Ans: D Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Brain Development Difficulty Level: Medium 52. In which of the following is schizophrenia more common? a. in males than in females in childhood but in females than males in adulthood b. in males than in females in childhood but equally common between males and females in adulthood c. in females than males in childhood, but in males in adulthood d. in females than males in childhood, but equally common between males and females in adulthood Ans: B Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge Answer Location: How Common Is Schizophrenia Among Children and Adolescents?: Prevalence Difficulty Level: Medium 53. Kelsey was age 4 when her mom noticed that she was having difficulty cutting with scissors and learning to tie her shoes. She also was just becoming potty trained, while her younger sister, age 2, was already starting to potty train successfully. Kelsey also had some difficulty forming sentences and didn’t seem to take as much pleasure in being around other children or smile and laugh the way other children typically did. By the time she was 15, Kelsey was diagnosed with schizophrenia. Her clinician told Kelsey’s mom that Kelsey’s behavior at age 4 was evidence of which of the following? a. the premorbid stage b. the prodromal stage c. the acute stage d. the residual stage Ans: A Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Application Answer Location: The Premorbid Stage: Problems in Early Life Difficulty Level: Easy 54. Evidence for the premorbid stage of schizophrenia comes from all of the following sources EXCEPT ______. a. parental retrospective report b. blind coding of home movies c. longitudinal studies d. randomized, controlled trials Ans: D Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Analysis

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: The Premorbid Stage: Problems in Early Life Difficulty Level: Medium 55. Brandon had been about a C student for most of his middle school career, but once he started ninth grade, his functioning really declined. He started failing classes and not going to school. He stopped showering on a regular basis and became much more touchy and less involved with his family. He even stopped going to the skateboard park, which he used to love. His mom had a history of depression and thought that maybe he was depressed. But 2 years later, when he started hearing whistles and songs that others did not, she realized he had been ______. a. in the premorbid stage of schizophrenia b. in the prodromal stage of schizophrenia c. in the acute stage of schizophrenia d. in the residual stage of schizophrenia Ans: B Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Application Answer Location: The Prodromal Stage: Noticeable Changes Difficulty Level: Medium 56. Which of the following is NOT a brain abnormality often seen in those with schizophrenia? a. enlarged lateral ventricles b. reductions in cortical volume c. reductions in the size of the hippocampus and thalamus d. enlarged white matter tracts Ans: D Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge Answer Location: Brain Development Difficulty Level: Medium 57. Complete the following statement: The COMT gene ______. a. is influential in the development of bipolar disorders b. produces an enzyme which regulates norepinephrine c. influences the pattern of dopamine overactivity and underactivity in those with schizophrenia d. is related to mania Ans: C Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: What Causes Schizophrenia in Children and Adolescents?: Genetics Difficulty Level: Medium

True/False 1. The combination of hypersexual behavior and elation is only associated with bipolar disorder.

Ans: T

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Bipolar I Disorder Difficulty Level: Medium 2. Bipolar I disorder and bipolar II disorder cannot be comorbid.

Ans: T Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Bipolar II Disorder Difficulty Level: Easy 3. Children and adolescents with bipolar disorder with mixed features tend to have worse outcomes than those with bipolar disorder without the specifier.

Ans: F Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Mixed Features Difficulty Level: Hard 4. Bipolar disorder cannot be comorbid with ADHD. Ans: F Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Externalizing Behavior Problems Difficulty Level: Medium 5. Most adults with bipolar disorders report that their symptoms began in childhood or adolescence.

Ans: T Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: How Common Are Bipolar Disorders in Children and Adolescents?: Prevalence Difficulty Level: Medium 6. Adults with bipolar disorders can be triggered into relapse by positive life events such as marriage or changing to a better job.

Ans: T Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Stressful Life Events Difficulty Level: Medium 7. Lithium is usually regarded as a first-line treatment for youths with bipolar disorders.

Ans: F Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Mood Stabilizers and Anticonvulsants Difficulty Level: Medium 8. No atypical antipsychotics are officially approved for use in those under the age of 18.

Ans: F Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Is Medication Effective for Youths With Bipolar Disorders?

Difficulty Level: Medium 9. Treatment via multifamily psychoeducational psychotherapy during the prodromal phase may prevent or delay the onset of bipolar disorders.

Ans: T Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Knowledge Answer Location: Psychoeducational Psychotherapy Difficulty Level: Medium 10. A person can be diagnosed with schizophrenia even if he or she has no delusions or hallucinations.

Ans: T Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Core Features Difficulty Level: Medium 11. The dopamine hypothesis holds that excessive stimulation of D2 dopamine receptors along the mesocortical pathway results in the negative symptoms of schizophrenia.

Ans: F Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Neural Pathways Difficulty Level: Medium 12. Almost no children and adolescents treated with atypical antipsychotics experience side effects.

Ans: F Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge Answer Location: Is Medication Effective for Youths With Schizophrenia?: Atypical Antipsychotics Difficulty Level: Medium 13. Providing low doses of antipsychotic medication to youths at risk for schizophrenia who had not yet shown psychotic symptoms made it significantly less likely for them to develop psychotic symptoms— however, many patients were unable or unwilling to adhere to the prescribed medication for a full 12 months.

Ans: T Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: Predicting Schizophrenia: Attenuated Psychosis Syndrome Difficulty Level: Medium 14. Prodromal and early psychotic symptoms can be identified in adolescents.

Ans: T Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Knowledge Answer Location: Early Intervention Programs Difficulty Level: Medium

Essay 1. How do children with bipolar disorders differ from children with disruptive mood dysregulation disorder?

Ans: Kids with DMDD have chronic irritability or anger, violent temper outbursts, and tend to go on to develop depression and anxiety disorders in adolescence, not bipolar disorder. This lends credence to the belief that this set of signs and symptoms in young people is not pediatric bipolar disorder. Irritability and angry or aggressive outbursts can be common to both bipolar disorder in youths and DMDD, but are more persistent in DMDD, whereas they are more episodic in kids with BD. Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Analysis Answer Location: Disruptive Mood Dysregulation Disorder Difficulty Level: Medium 2. How might youths with bipolar disorders actually increase the number of stressful life events and scarcity of positive life evens they experience?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: Youths with bipolar disorders reported in the COBY study that they experience a very high number of stressful life events—in fact, this number was the same as that reported by adults with depression.

When youths with bipolar disorder are in manic states, they may do things that have the high potential for negative consequences, such as acting out in school (causing suspension or expulsion), breaking up with significant others, and more indiscriminate sexual activity that can result in stressful life events. This might in part explain the chronicity of their problems. The relationship challenges bipolar disorders can engender may create a vacuum of positive life events and limits social support, including from family.

Learning Objective: LO 14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults. Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents. Evaluate the effectiveness of medication and psychotherapy for preventing and treating bipolar disorders in youths.

Cognitive Domain: Comprehension Answer Location: Stressful Life Events Difficulty Level: Medium 3. Can an individual be diagnosed with schizophrenia if he or she never experienced delusions or hallucinations? Why or why not?

Ans: Yes. To be diagnosed a person must show a least two of the five possible features and at least one of the symptoms must be hallucinations, delusions, or disorganized speech. Thus, a person with disorganized speech and abnormal behavior could be diagnosed, even without hallucinations and delusions.

Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Analysis Answer Location: Core Features Difficulty Level: Medium 4. Ricardo says, “I hate my schizophrenia. I’ve heard people talk about positive and negative symptoms, but to me they’re all negative.” How might you address Ricardo’s misconception?

Ans: The way the terms positive and negative are used here do not reflect “good” or “bad.” Instead, positive means overexpressions—something excessive or added to typical functioning. Negative means underexpressions, or something that’s missing or somewhat lacking compared to normal functioning. By this terminology, hallucinations, delusions, disorganized behavior, excitement, grandiosity, suspiciousness, and hostility could all be considered positive symptoms. On the other hand, blunted or flat affect, avolition, social withdrawal, passivity or apathy could be considered negative symptoms.

Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Analysis Answer Location: Positive and Negative Symptoms Difficulty Level: Easy 5. What might explain the premorbid stage of schizophrenia? What does its existence tell us about the causes of the disorder?

Ans: The existence of motoric, language, and social difficulties from a very young age indicates that there are abnormalities in brain structure and functioning that likely underlie schizophrenia. The similarity among these signs and symptoms between people from many different family situations indicates that similar brain problems may be at the root of these problems.

Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: The Premorbid Stage: Problems in Early Life Difficulty Level: Medium 6. What is the evidence that genetics does not entirely account for schizophrenia?

Ans: Even monozygotic twins are not perfectly concordant for schizophrenia. Also, some people have the candidate gene abnormalities and do not develop schizophrenia. Environmental influences, in combination with genetics, must be appealed to in order to fully explain schizophrenia.

Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Analysis Answer Location: What Causes Schizophrenia in Children and Adolescents?: Genetics Difficulty Level: Medium 7. Explain the neurodevelopmental model for schizophrenia.

Ans: It typically begins with a genetic diathesis (from heritability). Combined with early environmental stressors such as maternal stress and illness, obstetric complications, malnutrition, poverty, and the like, there are abnormalities in the organization and development of the central nervous system. Symptoms of these abnormalities are present early on, in the premorbid stage. Later, signs and symptoms such as social withdrawal and changes in mood and cognitive functioning emerge in the prodromal stage. Around this time, there is a pattern of excessive gray matter pruning corresponding with the onset of psychosis.

Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Comprehension Answer Location: The Neurodevelopmental Model Difficulty Level: Medium 8. Research has indicated that providing low doses of antipsychotics and other measures to youths at greater risk of schizophrenia can reduce the emergence of the disorder. Are there any downsides to this approach?

Ans: Yes. It provides treatment by potentially harmful antipsychotics to many individuals who would never have gone on to develop the disorder. Given that the side effects of these medications are so severe, including extrapyramidal side effects for conventional (and to a lesser degree, atypical) antipsychotics, significant weight gain and sedation, there are drawbacks to this approach that should be considered as well.

Learning Objective: LO 14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults. Outline the neurodevelopmental model for schizophrenia in children and adolescents. Describe effective medications and psychosocial treatments to prevent or manage schizophrenia in youths.

Cognitive Domain: Analysis Answer Location: Early Intervention Programs Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 15: Feeding and Eating Disorders Test Bank Multiple Choice

1. Which of the following treatments is most likely to be effective for those with BED? a. medication b. CBT or interpersonal therapy c. behavioral weight loss treatments d. relaxation training Ans: B Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Youths With Binge Eating Disorder?

Difficulty Level: Medium 2. Which feeding or eating disorders are most commonly seen in children with developmental disabilities? a. bulimia nervosa and binge eating disorder b. pica and avoidant/restrictive food intake disorder c. pica and rumination disorder d. rumination disorder and bulimia nervosa Ans: C Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Knowledge Answer Location: What Are Pica and Rumination Disorder?

Difficulty Level: Medium 3. Amy’s 8-month-old daughter is always grabbing things and putting them in her mouth. Amy has to make sure to watch her at all times, otherwise she might eat dust bunnies, threads from the carpet, sand, and coins. Does Amy’s daughter have pica? a. Yes. b. No, because a person cannot be diagnosed with pica until he or she is 2 years old. c. No, because the exact items she is eating do not fall under the categories specified in the diagnostic definition of pica. d. No, because Amy’s daughter’s behavior is not developmentally inappropriate.

Ans: D Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Application Answer Location: What Are Pica and Rumination Disorder?

Difficulty Level: Medium 4. Statistically, which of the following individuals would be LEAST likely to engage in pica? a. children with intellectual disabilities b. those with iron or zinc deficiency c. those with obsessive compulsive disorders

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. pregnant women Ans: C Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Comprehension Answer Location: What Are Pica and Rumination Disorder?

Difficulty Level: Medium 5. Brent’s mother is concerned. At least two times a day when she feeds him, he throws up, rechews the food, and then swallows it again. At age 14 months, this seems unusual and is disturbing to her. This has been going on since he was 9 months old. Which of the following would you need to know before diagnosing Brent with rumination disorder? a. Does Brent regurgitate food even when he is fed by an individual other than his mother? b. Does Brent regurgitate food in at least two settings? c. Does Brent have any physical medical conditions that are influencing his regurgitation? d. Does Brent have clinically significant distress?

Ans: C Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Application Answer Location: What Are Pica and Rumination Disorder?

Difficulty Level: Medium 6. Brent vomits up his food and rechews and swallows it at least twice per day. Whenever he does, his mother rushes over to him to prevent him from choking, leaving his older brother and sister behind. Given this description, which of the following best describes the maintenance of the regurgitation? a. positive reinforcement b. negative reinforcement c. classical conditioning d. positive punishment Ans: A Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Application Answer Location: What Are Pica and Rumination Disorder?

Difficulty Level: Medium 7. Therapy for binge eating disorder most closely resembles treatment for which of the following? a. bipolar disorder b. anorexia nervosa c. bulimia nervosa d. conduct disorder Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Youths With Binge Eating Disorder?: Cognitive–Behavioral Therapy Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 8. Mealtimes with Xavier are a chore. He usually doesn’t want to eat and will turn his head and try to escape if offered more than one spoonful of food at each mealtime. Which condition best describes Xavier’s signs and symptoms? a. Xavier should be diagnosed with infantile anorexia. b. Xavier should be diagnosed with ARFID. c. Xavier should be diagnosed with sensory food aversion. d. Xavier should be diagnosed with posttraumatic feeding.

Ans: B Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Application Answer Location: What Is Avoidant/Restrictive Food Intake Disorder?

Difficulty Level: Hard 9. Which of the following is the course of infantile anorexia? a. It typically remits on its own without treatment. b. It typically results in children being underweight for several years. c. It typically rebounds resulting in obesity in most school-age children. d. Recovery is possible but relapse is very common.

Ans: B Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Comprehension Answer Location: Infantile Anorexia Difficulty Level: Medium 10. Which of the following does NOT contribute to infantile anorexia according to the transactional model for feeding disorders? a. high ghrelin suppression at the start of meals b. high physiological arousal c. strong-willed temperaments d. parental anxiety regarding children’s eating Ans: A Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Comprehension Answer Location: Infantile Anorexia Difficulty Level: Medium 11. Gina, age 4, will eat only yellow and white foods. She refuses all others. Which of the following is true of Gina? a. She can be diagnosed with ARFID. b. She has the posttraumatic feeding version of ARFID. c. She can only be diagnosed with ARFID if her nutrition or family relationships are significantly affected by her strange eating habits. d. She can only be diagnosed with ARFID if this behavior has persisted for more than 1 year.

Ans: C Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Application Answer Location: Sensory Food Aversion Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

12. Which of the following is NOT a cause of children’s sensory food aversion? a. hypersensitivity to texture b. hypersensitivity to certain tastes c. classical conditioning that provokes a fear or disgust reaction in the presence of certain foods d. positive reinforcement for tantrumming by withdrawing the food Ans: D Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Comprehension Answer Location: Sensory Food Aversion Difficulty Level: Medium 13. Which of the following is the primary treatment for ARFID? a. cognitive–behavioral therapy b. interpersonal therapy c. exposure and avoidance prevention d. skills training Ans: C Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Feeding Disorders?: Treatment for Avoidant/Restrictive Food Intake Disorder Difficulty Level: Easy 14. Operant conditioning to treat pica most commonly uses which of the following first? a. positive reinforcement b. negative reinforcement c. positive punishment d. negative punishment Ans: A Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Knowledge Answer Location: Treatment for Pica and Rumination Disorder Difficulty Level: Easy 15. Teaching a child to suck on a pacifier instead of eating sand would be considered which of the following? a. differential reinforcement of zero behavior b. differential reinforcement of incompatible behavior c. using a pica box d. facial screening Ans: B Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Application Answer Location: Treatment for Pica and Rumination Disorder Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 16. The results of studies testing the effectiveness of antidepressants in treating bulimia nervosa have shown which of the following? a. They are effective enough to be considered a first-line treatment. b. They are effective but their side effects make them unusable for a majority of adolescents. c. Though they may be effective in reducing bingeing and purging, they typically cannot eliminate these symptoms. d. Though they may be effective in preventing relapse, they cannot reduce bingeing and purging initially.

Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Medication Difficulty Level: Medium 17. Adeline developed bulimia nervosa shortly after her older sister left for college. According to interpersonal therapy, which interpersonal problem area does this represent? a. grief b. role transition c. role dispute d. interpersonal deficits Ans: A Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Application Answer Location: What Treatments Are Effective for Youths With Bulimia Nervosa?: Interpersonal Therapy Difficulty Level: Hard 18. Once children with avoidant/restrictive food intake disorder have learned to accept food from therapists, parents ______. a. usually will not have much difficulty feeding their children b. usually evoke a reemergence of food refusal c. have even greater success than the therapist d. are unable to follow the prescribed techniques Ans: B Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Comprehension Answer Location: Parent Counseling Difficulty Level: Medium 19. Which component of contingency management for ARFID seems to be essential for treatment? a. escape extinction b. positive reinforcement c. time out d. distraction Ans: A Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Contingency Management Difficulty Level: Medium 20. Bonnie is undergoing treatment for bulimia nervosa. In this treatment, the therapist tells her that it’s not her fault that she’s been purging—she’s sick. It’s the illness that has been causing these symptoms.

What treatment do you suspect Bonnie is undergoing? a. cognitive–behavioral therapy—phase 1 b. cognitive–behavioral therapy—phase 2 c. cognitive–behavioral therapy—phase 3 d. interpersonal therapy Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Application Answer Location: What Treatments Are Effective for Youths With Bulimia Nervosa?: Interpersonal Therapy Difficulty Level: Hard 21. Which of the following is the approach prescribed by the DSM-5 to determine whether a girl suspected of anorexia nervosa is indeed significantly underweight? a. She can be considered significantly underweight if she is less than 100 pounds. b. She can be considered underweight if her BMI is below 17. c. She can be considered underweight if her BMI is below the 5th percentile for other girls her age. d. A diagnosis of anorexia nervosa would be categorically excluded if she were above the 5th percentile for weight when compared with other girls her age.

Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Anorexia Nervosa Difficulty Level: Medium 22. Randomized clinical trials investigating the efficacy of CBT in treating bulimia nervosa have ______. a. have not yet been conducted b. have only been conducted in adults, in whom the treatment is promising c. have shown no benefit for adolescents d. have shown it to be an effective treatment for older adolescents Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Youths With Bulimia Nervosa?: Cognitive–Behavioral Therapy Difficulty Level: Medium 23. Severity in anorexia nervosa is indicated by which of the following? a. the number of symptoms met b. BMI c. the level of insight the individual has d. the duration of the disturbance

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Ans: B Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Anorexia Nervosa Difficulty Level: Medium 24. Dino works at an apple orchard, and every year they sponsor an apple-eating contest to see who can eat the most apples in 15 minutes. Dino won last year by eating 18 apples in 15 minutes. Would this be considered a binge? a. Yes. Most people could not eat 18 apples in 15 minutes. b. No, because it was apples instead of a high-calorie food. c. No, because Dino did not feel a lack of control. d. No, because it only happened one time.

Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Application Answer Location: Bulimia Nervosa Difficulty Level: Medium 25. Complete the following statement: Relapse is ______. a. not discussed in CBT for bulimia nervosa b. considered very detrimental in bulimia nervosa c. relatively likely in bulimia nervosa and so cognitive–behavioral therapy helps adolescents avoid relapse and manage it if it does occur d. most common among those with bulimia nervosa who are at lower initial body weights than in those who are initially overweight Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: What Treatments Are Effective for Youths With Bulimia Nervosa?:Cognitive–Behavioral Therapy Difficulty Level: Medium 26. Anorexia nervosa is usually an ______ disorder; bulimia nervosa is usually an ______ disorder. a. ego-syntonic; ego-syntonic b. ego-syntonic; ego-dystonic c. ego dystonic; ego syntonic d. ego-dystonic; ego-dystonic Ans: B Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Bulimia Nervosa Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 27. Which of the following is a symptom of anorexia nervosa but NOT of bulimia nervosa? a. bingeing b. purging c. being significantly underweight d. unusual preoccupation with body shape and weight Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Anorexia vs. Bulimia Difficulty Level: Easy 28. About once a week, Carter, a college junior, eats more than he wishes he would. When he does this, he feels out of control and often eats in secret. This has been going on ever since he started college.

Carter is somewhat overweight, but sometimes he feels huge, particularly after one of these large food sprees. Sometimes he thinks to himself, “I should go for a run tomorrow because I ate so many french fries,” but he rarely follows through. Carter ______. a. should be most strongly considered for a diagnosis of anorexia nervosa because he has a misperception of himself as larger than he is b. should be most strongly considered for a diagnosis of bulimia nervosa because he is bingeing c. should be most strongly considered for a diagnosis of binge eating disorder, because he is bingeing without compensating d. cannot be diagnosed with any condition because he is male and eating disorders are only diagnosed in females Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Application Answer Location: What Eating Disorders Can Affect Children and Adolescents?: Binge Eating Disorder Difficulty Level: Medium 29. Which of the following is the most common transition from one eating disorder to another? a. anorexia nervosa →bulimia nervosa b. bulimia nervosa → binge eating disorder c. binge eating disorder → anorexia nervosa d. binge eating disorder → bulimia nervosa Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Binge Eating Disorder vs. Anorexia Nervosa and Bulimia Nervosa Difficulty Level: Hard 30. Osteopenia is associated with which of the following? a. anorexia nervosa b. bulimia nervosa c. binge eating disorder d. both bulimia nervosa and binge eating disorder Ans: A

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Anorexia/Bulimia Difficulty Level: Medium 31. Bariatric surgery (e.g., gastric bypass) is which of the following? a. the recommended treatment for those with binge eating disorder b. less effective for those with binge eating disorder in the short term, but more effective than any other treatment in the long term c. ineffective long-term treatment for those with binge eating disorder; they are likely to regain their weight following surgery d. unsafe for those with binge eating disorder; they are at far greater risk of medical complications from the surgery than their overweight counterparts without binge eating disorder.

Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Physical Health Problems: Binge Eating Disorder Difficulty Level: Medium 32. The relationship between major depressive disorder (MDD) and eating disorders is which of the following? a. Those with bulimia nervosa and binge eating disorder are at increased risk of MDD, but those with anorexia nervosa are not b. MDD usually precedes the onset of anorexia nervosa and bulimia nervosa. c. The onset of binge eating usually precedes MDD in those with binge eating disorder. d. Though rates of MDD are higher for those with any eating disorder, the suicide risk is actually lower than the general population, indicating a more pervasive but perhaps less serious depression overall.

Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Depression and Suicide Difficulty Level: Medium 33. Which approach is used to increase the willingness of adolescents with bulimia nervosa to participate in therapy? a. exposing dichotomous thinking. b. performing a cost-benefit analysis. c. social modeling d. negative reinforcement Ans: B Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: What Treatments Are Effective for Youths With Bulimia Nervosa?: Cognitive–Behavioral Therapy Difficulty Level: Hard 34. Which of the following characteristics is typically NOT used to describe those with anorexia nervosa? a. perfectionistic b. excessively compliant c. rigid d. impulsive Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Personality Difficulty Level: Easy 35. Phyllis ate a salad for lunch. But, she didn’t take off the croutons. She now feels like she “cheated” at lunch and her whole diet is blown. This is an example of which of the following? a. excessive compliance b. obsessive thinking c. dichotomous thinking d. perfectionism Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Application Answer Location: Personality Difficulty Level: Hard 36. A chaotic home is most closely associated with which of the following conditions? a. anorexia nervosa–restricting type b. anorexia nervosa–binge/purge type c. bulimia nervosa d. binge eating disorder Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Family Problems Difficulty Level: Medium 37. Teasing about their body shape and weight by fathers is associated with ______; such teasing by mothers is associated with ______. a. anorexia nervosa; bulimia nervosa b. bulimia nervosa; anorexia nervosa c. bulimia nervosa; depression d. depression; bulimia nervosa Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Family Problems Difficulty Level: Medium 38. Eating disorder prevalence is which of the following? a. highest in adolescence (prior to age 18) b. higher for young adults (18–25) than for adolescents (those under age 18) c. highest for those just reaching puberty (10–15) d. consistent between the ages of 12 and 35 Ans: B Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: How Common Are Eating Disorders in Children and Adolescents?: Prevalence Difficulty Level: Hard 39. Samantha is in treatment for bulimia nervosa. This week, her therapist is asking her to identify whether boredom is or is not a trigger for a binge. In which phase of CBT is Samantha? a. phase 1 b. phase 2 c. phase 3 d. phase 4 Ans: A Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Application Answer Location: What Treatments Are Effective for Youths With Bulimia Nervosa?: Cognitive–Behavioral Therapy Difficulty Level: Hard 40. The approach of CBT to treat bulimia nervosa can best be described as which of the following? a. minimizing the positively reinforcing properties of eating b. minimizing the negatively reinforcing properties of compensatory behaviors through minimizing the anxiety associated with eating c. increasing the response cost associated with compensatory behaviors d. increasing the response cost associated with bingeing Ans: B Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: What Treatments Are Effective for Youths With Bulimia Nervosa?: Cognitive–Behavioral Therapy Difficulty Level: Medium 41. Which of the following is a piece of evidence that globalization has spread eating disorders from industrialized nations to developing ones? a. When Western culture was introduced to the island of Fiji, through television and other media, the rate of eating disorders rose dramatically.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. Cross-culturally people judge American models to be more beautiful than those from other countries. c. Girls and women associate the attractiveness of Western models with other indicators of wealth. d. There is higher prevalence of eating disorders in industrialized nations.

Ans: A Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Analysis Answer Location: Cross-Cultural Differences Difficulty Level: Medium 42. Emergence of eating disorders ______. a. does not usually occur after age 25 b. is earlier for almost all cases of bulimia nervosa than anorexia nervosa c. is more similar for anorexia nervosa and bulimia nervosa than for binge eating disorder d. is earliest for binge eating disorder Ans: A Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Course of Anorexia and Bulimia Difficulty Level: Medium 43. Complete the following statement: Those with AN ______. a. almost all recover, though recovery can take 5 years or more b. almost never recover, with the vast majority continuing to meet diagnostic criteria for either AN or BN c. is mixed, with about half recovering and about 20% having chronic symptoms putting them at risk for death d. is split based on age of onset with almost all of those who develop the disorder between ages 11 and 14 having chronic symptoms while those who develop the disorder later are much more likely to recover Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Course of Anorexia and Bulimia Difficulty Level: Medium 44. One main difference between early-onset and late-onset binge Eating disorder (BED) is that ______. a. most females have early onset, while most males have late onset b. early-onset cases are more likely to be resistant to treatment c. dieting tends to come after early-onset cases but to precede binge eating in late-onset cases d. Emotion-regulation is a larger factor in late onset cases Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Course of Binge Eating Disorder Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 45. Which of the following is NOT one of the main differences between structural family therapy and the Maudsley Hospital approach for treating anorexia nervosa? a. Only structural family therapy involves the parents. b. Only the Maudsley Hospital approach centers on the eating disorder symptoms. c. Only the Maudsley Hospital approach seeks initially to give the parents more control over the child’s life, through monitoring her eating behaviors. d. Only structural family therapy involves groups of parents discussing the eating disordered behavior of their children.

Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Analysis Answer Location: The Maudsley Hospital Approach Difficulty Level: Hard 46. If a mother has bulimia nervosa that increases her children’s risk for which of the following? a. bulimia nervosa only b. bulimia nervosa and binge eating disorder only c. anorexia nervosa and bulimia nervosa d. depression only Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Genetic Risk Difficulty Level: Hard 47. Randomized, controlled trials have indicated which of the following is an effective approach for treating anorexia nervosa? a. group therapy b. structural family therapy c. medications d. Maudsley Hospital approach Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: The Maudsley Hospital Approach Difficulty Level: Hard 48. Serotonin levels tend to be higher in those ______. a. with bulimia nervosa than in those who have recovered from bulimia nervosa b. with anorexia nervosa than those who have recovered from anorexia nervosa c. with anorexia nervosa than in those with bulimia nervosa d without eating disorders than in those with either anorexia nervosa or bulimia nervosa Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Comprehension Answer Location: Serotonin and Cholecystokinin Difficulty Level: Medium 49. What is the relationship between cholecystokinin (CCK) and eating disorders? a. Abnormally high levels of CCK are seen in those with anorexia nervosa. b. Those with bulimia nervosa produce high levels of CCK when they engage in purging behaviors. c. Those with bulimia nervosa produce relatively low levels of CCK after eating a large meal. d. Those with anorexia nervosa have abnormally low levels of CCK, whether eating or not.

Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Serotonin and Cholecystokinin Difficulty Level: Medium 50. Which of the following best describes the current understanding of the relationship between pubertal timing and eating disorders? a. Girls who experience eating disorders at the onset of puberty are trying to regain their prepubescent body, which is closer to the Western female beauty ideal. b. Girls who hit puberty earlier than their peers are at particular risk for eating disorders. c. Puberty tends to cause eating problems or eating disorders. d. Puberty may be a time of greater risk, even if it is not a cause of eating disorders.

Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Pubertal Timing Difficulty Level: Medium 51. Child sexual abuse is most closely associated with which eating disorder? a. anorexia nervosa–restricting type b. anorexia nervosa–binge/purge type c. bulimia nervosa d. binge eating disorder Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Child Sexual Abuse Difficulty Level: Medium 52. In structural family therapy, how is the client’s disordered eating addressed? a. It is de-emphasized; focus instead is almost entirely on family relationships and communication. b. It is the center of treatment; families practice discussing the disordered eating supportively and without judgment. c. It is the center of treatment; families practice sharing their emotions surrounding the disordered eating and how it has affected them. d. It is one of several main targets of treatment.

Ans: A

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Structural Family Therapy Difficulty Level: Medium 53. According to cognitive–behavioral theory, those with eating disorders have which of the following? a. a stronger than average need for acceptance and acknowledgement b. lower than average self-esteem c. fewer friends than average peers d. the belief that control over eating will give them control over other people Ans: B Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: What Causes Child/ Adolescent Eating Disorders?: Cognitive–Behavioral Theory Difficulty Level: Medium 54. The dual pathway model predicts all EXCEPT which of the following? a. A culture without a socially sanctioned thin ideal would have no eating disorders. b. Praising girls for being overweight instead of for being thin would reduce restrictive eating. c. It is failure to reach a socially constructed beauty ideal that drives eating disordered behavior. d. Teasing overweight individuals would likely help them to lose weight sustainably.

Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Analysis Answer Location: Dual Pathway Model Difficulty Level: Hard 55. The effectiveness of group therapy for adolescents with anorexia nervosa ______. a. is highest for those who have experienced anorexia nervosa for less than one year b. is lowest for those who have family members who have also experienced anorexia nervosa c. is universally higher than that of any other treatment for anorexia nervosa d. has never been evaluated in a randomized controlled trial Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Group Therapy Difficulty Level: Medium 56. Cindy has 35 dolls—all blond and thin. She looks at her own thighs that touch at the top and then marvels at the thigh gap on the dolls. “I bet if I stop eating cupcakes, I’ll look as good in high heels as my doll Sheila does in hers,” Cindy thinks. This is an example of which of the following? a. social modeling b. internalization of the thin ideal c. comparing one’s appearance with others’

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. belief that thinness will solve all interpersonal problems Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Application Answer Location: Tripartite Influence Model Difficulty Level: Medium 57. Brain studies of those with BED have shown which of the following? a. underactivation of the amygdala in response to most foods, requiring additional foods to create a standard amount of activation b. hyperactivation of the occipital lobes in response to desired foods c. hyperactivation of the amygdala in response to favored foods d. hyperactivation of frontal and prefrontal lobes in response to appealing foods.

Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Theories for Child/Adolescent Binge Eating Disorder Difficulty Level: Medium 58. Which of the following parental characteristics is associated with binge eating disorder? a. Parents who allow children to eat whatever sweets or unhealthful foods they request. b. Parents with severe restriction of their own diets. c. Parents who severely restrict children’s access to snacks. d. Parents who use inconsistent discipline.

Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Theories for Child/Adolescent Binge Eating Disorder Difficulty Level: Medium 59. Inpatient treatment for anorexia nervosa typically focuses initially on which of the following? a. resolving the underlying emotional challenges that contributed to the eating disturbance b. healing interpersonal challenges with the individual’s family and peers c. changing the individual’s eating behavior d. providing skills for relaxation and coping that do not involve disordered eating Ans: C Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Inpatient Treatment Difficulty Level: Medium 60. Which of the following is NOT one of the main goals of group therapy for treatment of anorexia nervosa? a. managing emotions and coping with low self-esteem

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 b. developing social skills c. recognizing and challenging beliefs that lead to problematic eating behavior d. fostering negative associations with severely thin models in the media Ans: D Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Group Therapy Difficulty Level: Easy

True/False 1. Because pica typically remits on its own, most experts recommend not treating it for the first 12 months.

Ans: F Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Knowledge Answer Location: What Are Pica and Rumination Disorder?

Difficulty Level: Easy 2. Children with infantile anorexia should be diagnosed with avoidant/restrictive food intake disorder.

Ans: T Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Knowledge Answer Location: What Is Avoidant/Restrictive Food Intake Disorder?

Difficulty Level: Medium 3. “Failure to thrive” is a criterion for diagnosis with avoidant/restrictive food intake disorder.

Ans: F Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Comprehension Answer Location: What Is Avoidant/Restrictive Food Intake Disorder?: Prevalence Difficulty Level: Medium 4. Facial screening is a good first treatment for pica because it is likely to prevent its escalation.

Ans: F Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Knowledge Answer Location: Treatment for Pica and Rumination Disorder Difficulty Level: Easy 5. Individuals must purge in order to be diagnosed with bulimia nervosa.

Ans: F

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Bulimia Nervosa Difficulty Level: Medium 6. Most experts believe that the subjective experience of the binge (feeling out of control) is more important than the number of calories consumed when diagnosing and treatment bulimia nervosa.

Ans: T Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Bulimia Nervosa Difficulty Level: Medium 7. Anorexia nervosa and bulimia nervosa can be distinguished by whether someone fasts or purges.

Ans: F Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Anorexia vs. Bulimia Difficulty Level: Medium 8. If a person binges, he or she cannot be diagnosed with anorexia nervosa.

Ans: F Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Anorexia vs. Bulimia Difficulty Level: Medium 9. When those with anorexia nervosa begin refeeding to regain weight, their risk for cardiac arrhythmias drops dramatically and immediately.

Ans: F Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Anorexia/Bulimia Difficulty Level: Medium 10. Individuals with eating disorders typically have at least one comorbid mental health problem.

Ans: T Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Cognitive Domain: Knowledge Answer Location: Mental Health Problems Difficulty Level: Easy 11. Individuals with anorexia nervosa sometimes later go on to develop bulimia nervosa instead.

Ans: T Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Course of Anorexia and Bulimia Difficulty Level: Medium 12. Child sexual abuse is a unique predictor of bulimia nervosa.

Ans: F Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Child Sexual Abuse Difficulty Level: Hard 13. Structural family therapy has been established as an efficacious treatment for anorexia nervosa.

Ans: F Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Structural Family Therapy Difficulty Level: Medium 14. Interpersonal therapy is as effective as cognitive–behavioral therapy for bulimia nervosa long-term, though cognitive–behavioral therapy is associated with greater initial improvement.

Ans: T Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Interpersonal Therapy Difficulty Level: Medium 15. Medication is a first-line treatment for anorexia nervosa.

Ans: F Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Knowledge Answer Location: Medication Difficulty Level: Easy

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Essay 1. Millie is a parent whose child has avoidant/restrictive food intake disorder. After the therapist explains the primary treatment of contingency management to her, she is concerned. She says, “That just seems cruel.” How might you address Millie’s concerns?

Ans: The therapists begin the treatment because, indeed, it is often too hard for parents to initiate on their own. Escape extinction seems crucial for the effectiveness of the treatment. Recall that not implementing this treatment can result in malnutrition and even starvation on the part of the child. Children will learn to eat appropriately because hunger is a natural motivator. Concerns about long-term consequences in the child’s relationship with food have not yet been systematically examined.

Learning Objective: LO 15.1. Differentiate among the most common feeding disorders affecting infants and young children. Identify the main causes of feeding disorders and provide examples of evidencebased treatments for these problems.

Cognitive Domain: Analysis Answer Location: Contingency Management Difficulty Level: Medium 2. Describe the relationship between social anxiety and eating disorders.

Ans: Social anxiety disorder usually precedes the emergence of AN and BN and persists after treatment.

“Many adolescent girls and women with eating disorders are extremely sensitive to criticism by others and have histories of avoiding situations in which they might be negatively evaluated by others. These individuals also frequently show a high need for approval by peers. Some may use dietary restriction and/or purging to assume physical appearances that meet the approval of others and enhance their social standing . . .” which can lead to AN or BN.” Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Comprehension Answer Location: Anxiety Disorders Difficulty Level: Medium 3. A group of clinicians is creating a new eating disorders prevention program. They are targeting the program toward white adolescents under the assumption that other ethnic groups are relatively protected from eating disorders. Why might they have this assumption and how accurate is it?

Ans: Latina and African American adolescent girls tend to be “more tolerant than white adolescent girls of a heavier and more curvaceous body shape. Furthermore, Latina and African American girls are often less concerned about weight gain than their white counterparts.” This could be because these subcultures place less emphasis on being thin. However, girls from every minority group still experience eating disorders, in particular BN and BED. Given this, the clinicians might be better served to make their program more all-encompassing, or provide different prevention programs to different communities.

Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Analysis Answer Location: In the United States Difficulty Level: Medium 4. It what ways might bingeing be reinforced?

Ans: It can be positively reinforced, particularly if it follows dietary restriction, by the pleasant feeling of satiety and by the flavors of craved foods. It can be negatively reinforced by alleviating dysphoria and other negative emotions and alleviating hunger.

Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Analysis Answer Location: What Causes Child/ Adolescent Eating Disorders?: Cognitive–Behavioral Theory Difficulty Level: Medium 5. How is peer pressure used constructively in group therapy for anorexia nervosa?

Ans: The in-patient community forms the peer group. Because some members of the group are near program completion and others are just beginning, the group is constantly changing. Supportive confrontation, where maladaptive “fat-talk” and other maladaptive thoughts are confronted, is encouraged. The therapeutic peer group encourages healthy attitudes and rejects those who try to subvert the treatment. In this way, healthy attitudes are promoted.

Learning Objective: 15.2 Critically evaluate inpatient and outpatient treatment programs for adolescents with eating disorders.

Cognitive Domain: Comprehension Answer Location: Group Therapy Difficulty Level: Easy 6. According to structural family therapy, how does finding ways for the adolescent to express his or her autonomy help with alleviating anorexia nervosa?

Ans: According to structural family therapy, enmeshment of the family contributes to anorexia nervosa because the individual has so little control over aspects of her life other than eating. Providing the adolescent with more appropriate boundaries may let her feel that more aspects of her life are under her control, and therefore reduce the need she has to be so restrictive with her diet.

Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Analysis Answer Location: Structural Family Therapy Difficulty Level: Medium 7. Describe how role disputes could contribute to the emergence of bulimia nervosa.

Ans: According to interpersonal theory, role disputes arise when there are mismatched expectations for behavior. As an example, a 15-year-old may think she is old enough to stay out past midnight at her boyfriend’s house when his parents aren’t home, because she believes she is essentially an adult who can make her own decisions. Her parents might instead believe that she is more like a child who needs protection and that she should only be in supervised situations with her boyfriend and a curfew at 9:00.

This can lead to tension and the adolescent feeling unfairly treated and misunderstood. As a result, dysphoria may develop and the dysphoria can result in binge-eating behavior, which begins the negative reinforcement cycle that continues with purging.

Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Analysis Answer Location: Interpersonal Therapy Difficulty Level: Medium 8. Given what you know about the neurotransmitter activity patterns in those with anorexia nervosa, why is it unsurprising that SSRIs are associated with poor outcomes for treating this disorder?

Ans: Anorexia nervosa is associated with higher levels of serotonin in the brain. This is true even in individuals who have recovered from anorexia nervosa. As such, it is unsurprising that SSRIs, which boost the level of serotonin activity in the brain do not help or, at worst, exacerbate the disorder.

Learning Objective: LO 15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder. Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 status (SES). Outline some of the main causes of eating disorders ranging from genetic–biological factors to social–cultural influences.

Cognitive Domain: Analysis Answer Location: Medication Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

Chapter 16: Health-Related Disorders and Pediatric Psychology Test Bank Multiple Choice 1. Which of the following is NOT a reason that elimination and sleep disorders are considered psychological disorders in the DSM-5? a. They reflect a fundamental delay or deviation from a typical developmental trajectory. b. They illustrate the relationship between physical and behavioral health because medical treatment alone is often insufficient. c. They occur within the context of the caregiver relationship and are likely best viewed as existing between parents and children. d. They reflect genetic issues passed down from parents to children.

Ans: D Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Analysis Answer Location: Throughout the chapter Difficulty Level: Hard 2. Nina, age 4, has a lot of trouble sleeping through the night without wetting the bed. It seems almost every night she cries out that her bed is wet. Can she be diagnosed with enuresis? a. Yes. b. No, because she is not old enough. c. No, because she must be wetting the bed every night for diagnosis. d. No, because this doesn’t happen during the day.

Ans: B Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Application Answer Location: What Is Enuresis?: Description Difficulty Level: Medium 3. Secondary enuresis is which of the following? a. By definition, it can only arise in children over the age of 6. b. It is more common than primary enuresis. c. It is always comorbid with another mental disorder, while primary enuresis is not. d. It might be described as a regression.

Ans: D Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Enuresis?: Description Difficulty Level: Hard 4. A meta-analysis of the effectiveness of group therapy for children with chronic illness (Plante, Lobato, & Engel, 2001) has indicated which of the following? a. It is more effective than placebo. b. It is no more effective than placebo. c. Group therapies focusing on managing children’s symptoms and improving social and problem-solving skills were associated with greater improvements than those focused on facts about illnesses.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Groups therapies that focused mostly on providing facts to families about specific illnesses were associated with greater improvements than those focused on improving social and problem-solving skills.

Ans: C Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge Answer Location: Group and Peer-Assisted Therapy to Enhance Social Support Difficulty Level: Medium 5. Which of the following is NOT true concerning the prevalence of enuresis? a. It is more common in boys. b. It is more common in younger children than older children. c. Every year, 15% of those with enuresis experience spontaneous remission. d. The disorder cannot occur in adults.

Ans: D Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Is Enuresis?:Epidemiology Difficulty Level: Medium 6. Which of the following individuals with enuresis would be LEAST likely to have socioemotional problems? a. boys b. youths with secondary enuresis c. young children d. those with diurnal enuresis Ans: C Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Is Enuresis?: Associated Problems Difficulty Level: Medium 7. Which of the following explanations best reflects the current understanding of the relationship between ADHD and enuresis? a. ADHD and enuresis are unrelated. b. ADHD makes enuresis more likely. c. Enuresis makes ADHD more likely. d. Both ADHD and enuresis are made more likely by underlying difficulty with attention and arousal.

Ans: D Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Is Enuresis?: Associated Problems Difficulty Level: Medium 8. Which of the following is NOT a primary way in which group therapy can be helpful for children with chronic illness? a. It can provide a guide to a cure for other individuals who have also been cured of their chronic illness. b. It can reduce feelings of isolation. c. It can provide social skills and problem-solving training. d. It allows children to receive feedback on their behavior from their peers.

Ans: A

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge Answer Location: Group and Peer-Assisted Therapy to Enhance Social Support Difficulty Level: Medium 9. Which of the following is NOT typically considered a cause of monosymptomatic primary enuresis? a. genetics b. increased secretion of arginine vasopressin (AVP) c. difficulty responding to signals fo a full bladder while asleep d. difficulty inhibiting urination during sleep Ans: B Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: Causes of Nocturnal Enuresis Difficulty Level: Hard 10. If you knew someone had bladder instability, which of the following conditions would you expect the person would likely have? a. monosymptomatic primary enuresis b. late-onset enuresis c. polysymptomatic nocturnal enuresis d. secondary enuresis Ans: C Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Causes of Nocturnal Enuresis Difficulty Level: Hard 11. Michael loves to watch the Wizard of Oz and drink his favorite juice at the same time. On multiple occasions, however, he has ended up urinating on himself during the movie because he is so attuned to what is happening on the screen, he doesn’t recognize the urge to use the bathroom. Michael’s situation is an example of which of the following? a. problems with arousal b. voiding postponement c. bladder instability d. small functional bladder capacity Ans: B Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Causes of Daytime Enuresis Difficulty Level: Medium 12. Urine alarms are thought to stop urination through which of the following? a. negative reinforcement b. positive reinforcement c. negative punishment d. classical conditioning Ans: D Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Comprehension

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Behavioral Treatment Difficulty Level: Medium 13. If a child habituated to the urine alarm, ______. a. it would not have the intended effect b. stopping urination would be overlearned and treatment could be halted c. wearing the alarm would become part of the daily routine d. it would be most effective Ans: A Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Behavioral Treatment Difficulty Level: Medium 14. When Jared experiences negative emotions, his therapist teaches him to think instead about a pleasant, peaceful situation—lying in his treehouse with a light breeze. This is an example of which of the following? a. cognitive restructuring b. systematic desensitization c. guided imagery d. refocusing Ans: C Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Application Answer Location: Cognitive Therapy to Help Youths Adhere to Treatment Difficulty Level: Medium 15. Max is participating in full spectrum home training for enuresis. At this point in treatment, Max is being asked to drink a small glass of water immediately before bed. Which part of the treatment is this? a. urine alarm training b. retention control training c. overlearning d. cleanliness training Ans: C Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Application Answer Location: Behavioral Treatment Difficulty Level: Medium 16. Which of the following best describes the use and effectiveness of desmopressin to treat enuresis? a. It is ineffective, particularly in children. b. It is effective only as long as its use is continued; children don’t remain dry after discontinuing it. c. Because it is very inexpensive and can be effective for some children, it is widely prescribed. d. It is most commonly used on a short-term basis or in treatment-resistant cases.

Ans: D Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: Treatment of Nocturnal Enuresis: Medication Difficulty Level: Medium 17. Which of the following is NOT a primary component of treatment for diurnal enuresis?

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 a. punishing children for wetting during the day b. helping children recognize feelings of a full bladder c. increasing children’s control over their pelvic floor muscles d. increasing children’s functional bladder capacity.

Ans: A Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: Treatment of Daytime Enuresis Difficulty Level: Medium 18. Cognitive–behavioral therapy would be most likely to be used with which of the following? a. children with developmental delay b. young children, because medication often cannot be used safely with young children c. school-age children and adolescents d. children with profound intellectual disability to help them make sense of their condition Ans: C Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Comprehension Answer Location: Cognitive Therapy to Help Youths Adhere to Treatment Difficulty Level: Easy 19. Pediatric psychologists often recommend that parents of children with diabetes use operant conditioning to increase children’s adherence to a treatment regimen. Which of the following is LEAST likely to be recommended as part of parent’s roles? a. reminding children repeatedly what they need to do b. awarding children points when they correctly record information, and bonus points for doing it with only a little prompting or complaining c. removing chores when children have been compliant d. penalizing children by removing points when they do not comply with the doctor’s orders Ans: A Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Comprehension Answer Location: Behavior Therapy for Children Undergoing Medical Procedures Difficulty Level: Medium 20. Encopresis is almost always caused by which of the following? a. oppositional and defiant behavior b. constipation and overflow incontinence c. stubbornness d. never having achieved bowel control Ans: B Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Causes Encopresis?

Difficulty Level: Easy 21. Which of the following is NOT typically a component of treatment for encopresis? a. laxatives b. dietary changes c. scheduled toilet sitting

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. stimulant medication Ans: D Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Children With Encopresis?

Difficulty Level: Easy 22. Since she was a little child Kelly, age 12, has woken up feeling fully rested at 3:00 a.m. She goes to sleep every evening at 7:00 p.m. Would this be considered a sleep disorder? a. Yes, circadian rhythm sleep–wake disorder. b. No, because Kelly is not yet an adult. c. No, because it doesn’t cause her distress or impairment. d. No, because we don’t know whether her family has promoted this sleep pattern.

Ans: C Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application Answer Location: What Are Sleep–Wake Disorders?

Difficulty Level: Medium 23. Which of the following is NOT one of the primary questions professionals use to screen for sleep disorders in kids? a. Does the child report dissatisfaction with sleep? b. Does the child seem excessively sleepy during the day? c. Does the child have a regular sleep–wake schedule? d. Does the child snore or have trouble breathing during sleep?

Ans: A Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents. Cognitive Domain: Knowledge Answer Location: What Are Sleep–Wake Disorders?

Difficulty Level: Hard 24. Kylie, age 8, sleeps about 6 hours per night but seems perfectly rested and happy during the day.

However, her parents cannot handle having a child who is fully awake at 4:00 every morning. They are sleep deprived and frustrated. Does Kylie meet the criteria for insomnia disorder? a. Yes. b. No, because she must sleep for 5 or fewer hours per night to be diagnosed with insomnia disorder. c. No, because she seems to be on a regular schedule and insomnia disorder is only diagnosed when sleep is erratic. d. No, because she is not dissatisfied with the quality or quantity of her sleep.

Ans: A Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application Answer Location: What Is Pediatric Insomnia?: Description Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 25. Which of the following is true about the prevalence of sleep disorders? a. It decreases across development. b. It decreases from early childhood to late childhood and then peaks in adolescence. c. It increases over time because most of these conditions are chronic. d. It is highest among those with Tourette’s disorder.

Ans: a Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Knowledge Answer Location: What Is Pediatric Insomnia?: Epidemiology Difficulty Level: Medium 26. Which of the following is NOT typically a component of systematic desensitization as it applies to pediatric psychology? a. relaxation through tightening and loosening various muscle groups b. making a list of feared stimuli organized from least to most scary c. imaginal exposure d. avoidance of feared stimuli Ans: D Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Comprehension Answer Location: Behavior Therapy for Children Undergoing Medical Procedures Difficulty Level: Easy 27. It’s Lina’s bedtime. After she heads upstairs, she peeks her head out and asks her mom for “just one more story.” Her mom says, “OK, just this once. “ Lina picks a long story and ends up in bed a half-hour later than normal. Which of the following best applies to this scenario? a. Lina has been negatively reinforced and is more likely to request additional stories on subsequent nights. b. Lina has been positively reinforced and is more likely to request additional stories on subsequent nights. c. Lina’s mom has been positively reinforced and is more likely to read additional stories on subsequent nights. d. Lina’s delayed bedtime, if continued, is unlikely to have any effect on her sleep quality, since the delay was relatively short.

Ans: B Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents. Cognitive Domain: Application Answer Location: Bedtime Resistance or Struggles Difficulty Level: Medium 28. Amber can’t fall asleep because she keeps thinking about the moment in her English class presentation where a boy coughed and said the word “boring” and the class laughed. Even though the teacher had told her she’d done a good job and several other students gave the boy a dirty look when he said that, she cannot stop thinking about that one moment. This is an example of which of the following? a. catastrophizing b. selective abstraction c. personalization d. dichotomous thinking Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application Answer Location: Anxiety or Impulsivity Difficulty Level: Medium 29. Which simple intervention resulted in less time falling asleep, fewer and shorter night wakings, and better morning moods of children and improved mood and energy levels in mothers? a. swaddling babies b. rocking babies all the way to sleep c. using a bedtime routine to put children to bed at a consistent time each night d. using a transitional object such as a teddy bear in the crib Ans: C Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Knowledge Answer Location: Behavior Therapy for Infants and Young Children Difficulty Level: Medium 30. A husband and wife, each with sickle cell disease, are thinking about having a baby and want to understand the risk that the baby will have the disease. Which of the following best describes this risk? a. It is 0%. b. It is 25%. c. It is 50%. d. It is 100%.

Ans: D Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Application Answer Location: Sickle Cell Disease Difficulty Level: Medium 31. Mina is attempting to use planned ignoring to help her son Matthew fall asleep on his own. But after 20 minutes of crying, Mina can’t take it anymore. She goes into the room, nurses and rocks Matthew, and then leaves again. What are likely to be the effects of Mina’s actions? a. Matthew will likely go to sleep and the next night he will not cry at bedtime. b. In future similar situations, Matthew is likely to cry because he was reinforced for doing so. c. In future similar situations, Mina will likely have more resolve and not enter the room when Matthew cries for an extended period of time. d. Mina will likely not try planned ignoring again.

Ans: B Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application Answer Location: Behavior Therapy for Infants and Young Children Difficulty Level: Medium 32. Archie is trying to train his son Gregor to fall asleep. He puts Gregor in the crib at 10:00 p.m., 30 minutes later than his usual bedtime. Gregor is still not asleep after 10 minutes. So, Archie takes him out.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 He tries again at 10:30 p.m. He puts Gregor in the crib. By 10:45 p.m., Gregor is still not asleep, so Archie takes him out. He tries again at 11:00 p.m.. He puts Gregor in the crib. Within 5 minutes, Gregor is asleep. The next night, Archie first tries putting Gregor in the crib at 10:30 p.m. Sure enough, Gregor is asleep at 10:40 p.m. This technique is called which of the following? a. planned ignoring b. graduated ignoring c. bedtime fading d. chronotherapy Ans: C Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application Answer Location: Behavior Therapy for Infants and Young Children Difficulty Level: Medium 33. Margot sometimes can’t get back to sleep when she wakes up in the middle of the night. She thinks about all the things she has to do and can’t stop her mind from racing. Her therapist tells her that if she’s not asleep within 30 minutes, she should get out of bed and read in a different location so that she doesn’t associate the bed with her feelings of anxiety. This is an example of which cognitive–behavioral technique? a. relaxation training b. stimulus control c. sleep restriction d. cognitive restructuring Ans: B Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application Answer Location: Cognitive–Behavior Therapy for Older Children and Adolescents Difficulty Level: Medium 34. Which is the most widely used treatment for pediatric insomnia? a. behavior modification b. cognitive restructuring c. planned ignoring d. medication Ans: D Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Youths With Insomnia?: Medication Difficulty Level: Medium 35. Which type of medication is NOT commonly used to treat children’s sleep problems? a. alpha-adrenergic agonists b. antidepressants c. antihistamines d. benzodiazepines Ans: B

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Youths With Insomnia?: Medication Difficulty Level: Medium 36. Why do so many adolescents experience a phase delay in their circadian rhythm? a. because they are less attuned to dawn and sunset than those of other ages b. because their activity tends to be greater at night than during the day c. because puberty brings a delay in cortisol and melatonin secretion d. because their amygdala is finally becoming fully formed Ans: C Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Comprehension Answer Location: Circadian Rhythm Sleep–Wake Disorder Difficulty Level: Medium 37. Which of the following treatments for circadian rhythm sleep–wake disorder has the most evidence supporting its effectiveness? a. chronotherapy b. melatonin c. light therapy d. antidepressants Ans: A Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Knowledge Answer Location: Circadian Rhythm Sleep–Wake Disorder Difficulty Level: Medium 38. Which of the following is NOT one of the pieces of evidence that supports delaying school start times? a. Adolescents go to bed at approximately the same time no matter what time they have to wake up in the morning. Thus, later school start times are associated with greater amounts of sleep. b. Schools with later start times have students with better attendance records. c. Schools with later start times have students who have higher academic achievement. d. Delaying school start times provides more time for sports and other exercise throughout the day.

Ans: D Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Comprehension Answer Location: Circadian Rhythm Sleep–Wake Disorder Difficulty Level: Medium 39. Which of the following is a difference between sleepwalking and sleep terrors? a. Only sleep terrors typically involve screaming. b. Only sleep terrors occur during non-REM sleep. c. Only sleep terrors have relatively brief durations; sleepwalking typically lasts an hour or more.

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 d. Only sleep terrors are associated with no memory of the event.

Ans: A Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Comprehension Answer Location: Sleep Arousal Disorders Difficulty Level: Easy 40. Gloria has really scary nightmares about once a month. She wakes up thinking about the vampire she had seen in her dreams for several minutes the morning afterward. Can Gloria be diagnosed with nightmare disorder? a. Yes. b. No, because her nightmares are not frequent enough. c. No, because her nightmares involve a magical creature (a vampire). d. No, because her nightmares don’t cause significant distress or impairment.

Ans: D Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application Answer Location: Nightmare Disorder Difficulty Level: Medium 41. Which of the following is NOT a main way in which pediatric psychologists are involved in the care of youths with juvenile rheumatoid arthritis (JRA) described in your text? a. managing chronic pain b. increasing adherence to medication and exercise therapy c. reducing stress and conflict within the family d. improving social skills to minimize peer ostracism Ans: D Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge Answer Location: Juvenile Rheumatoid Arthritis Difficulty Level: Medium 42. Gideon has been experiencing recurrent nightmares where a witch traps him in a castle and then puts a spell on him that turns him to dust. His therapist has him think about this dream during the day and come up with an alternate ending that is happier. Gideon decides that in the nightmare he could instead be a secret wizard who puts a spell back on the witch and turns her to dust instead. This technique is which of the following? a. cognitive–behavioral therapy b. nightmare imagery rehearsal therapy c. social skills training d. relaxation training Ans: B Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Nightmare Disorder Difficulty Level: Easy 43. Which of the following is most likely to be a treatment for obstructive sleep apnea in children? a. removal of the adenoids or tonsils b. sleep hygiene training c. a continuous positive air pressure (CPAP) device d. sedative medication Ans: A Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Knowledge Answer Location: Obstructive Sleep Apnea Hypopnea Difficulty Level: Medium 44. Pediatric psychologists most commonly work ______. a. in medical facilities b. in private practice c. at universities d. at schools Ans: A Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge Answer Location: What Is Pediatric Psychology?

Difficulty Level: Medium 45. Arleen is a pediatric psychologist. She helps children who are about to receive surgery (usually removing tonsils, adenoids, or their appendix) to feel comfortable and addresses their fears and concerns. This illustrates her role as which of the following? a. in-patient consultant b. liaison c. facilitating coping with chronic conditions d. participating in specialized care Ans: A Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Application Answer Location: What Is Inpatient Consultation-Liaison?

Difficulty Level: Medium 46. What is the benefit of reducing stress and changing behavior for those with irritable bowel syndrome (IBS)? a. It can cure the disorder. b. It cannot affect the disorder, but it can benefit the social interactions with those around the child. c. It can affect the timing and severity of symptoms. d. It can affect who gets the disorder and in whom the disorder is dormant.

Ans: C Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Gastrointestinal Problems Difficulty Level: Medium 47. Mike, age 10, has just been diagnosed with diabetes. His medical team advises him that he needs to check his blood sugar by pricking his finger three times per day. A pediatric psychologist is brought in to help him with this goal. Which of the five Cs of the consultation-liaison role does this represent? a. coping b. compliance c. communication d. collaboration Ans: B Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Application Answer Location: What Is Inpatient Consultation-Liaison?

Difficulty Level: Medium 48. According to the text, the most common chronic illness affecting youths is which of the following? a. alcoholism b. allergies c. asthma d. diabetes Ans: C Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge Answer Location: Asthma Difficulty Level: Easy 49. In cystic fibrosis (CF) frequent exercises are needed to clear the lungs. Many children with CF resist this because it can be time consuming, laborious, and distressing. Which of the following techniques might the pediatric psychologist be most likely to recommend to parents? a. providing a desired item or experience after participating in the lung-clearing exercises b. providing a desired item or experience before participating in the lung-clearing exercises c. removing a desired item or experience if the child does not participate in the lung-clearing exercises d. providing an undesirable experience if the child does not participate in the lung-clearing exercises Ans: A Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Application Answer Location: Cystic Fibrosis Difficulty Level: Medium 50. Which of the following is NOT typically one of the challenges associated with adherence in diabetes? a. frequent needle pricks necessary for blood sugar monitoring b. embarrassment about the condition c. resentment of having to restrict diet d. inability to actively play Ans: D Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Diabetes Mellitus Difficulty Level: Medium 51. Which of the following scenarios most closely describes an adolescent with circadian rhythm sleep– wake disorder? a. Jessica had difficulty going to sleep in New York the night she returned from her vacation in Hawaii. b. Since beginning high school, Kate has had problems waking up for her first class at 8:00 a.m. and has had difficulty falling sleep before 1:00 a.m. c. Lexi stays up very late on weekends and has a hard time waking on Monday morning. d. Meredith has problems waking in the morning during the winter, because of limited exposure to sunlight.

Ans: B Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Application Answer Location: Circadian Rhythm Sleep–Wake Disorder Difficulty Level: Medium 52. According to the DSM-5, enuresis should not be diagnosed until ______, whereas encopresis should not be diagnosed until ______. a. age 3 or older; age 2 or older b. age 5 or older; age 4 or older c. age 6 or older; age 6 or older d. age 8 or older; age 6 or older Ans: B Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Is Enuresis?:Description; What Is Encopresis?: Description Difficulty Level: Easy 53. What is the difference between primary and secondary enuresis? a. Children with primary enuresis have never been able to stay dry through the night. b. Children with primary enuresis have an underlying medical disorder that accounts for their problem. c. Children with primary enuresis have no other existing mental disorders. d. Children with primary enuresis do not also have encopresis.

Ans: A Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: Causes of Nocturnal Enuresis Difficulty Level: Medium

True/False 1. Research has confirmed that many children with monosymptomatic primary enuresis (MPE) have problems with arousal from sleep.

Ans: T Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 Answer Location: Causes of Nocturnal Enuresis Difficulty Level: Medium 2. Those with polysymptomatic nocturnal enuresis are more likely to wake after wetting in the night than those with monosymptomatic primary enuresis.

Ans: T Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: Causes of Nocturnal Enuresis Difficulty Level: Medium 3. In most cases, children’s bedwetting is attributable to medical causes.

Ans: F Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: Treatment of Nocturnal Enuresis Difficulty Level: Medium 4. Encopresis is a common indicator of sexual victimization.

Ans: F Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Causes Encopresis?

Difficulty Level: Medium 5. Behavioral interventions for encopresis provide no additional benefit compared to laxatives alone.

Ans: F Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Children With Encopresis?

Difficulty Level: Medium 6. Clinical trials have repeatedly found medication to be more effective than cognitive–behavioral treatments for pediatric insomnia.

Ans: F Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Knowledge Answer Location: What Treatments Are Effective for Youths With Insomnia?: Medication Difficulty Level: Medium 7. Camps for children with asthma, cancer, diabetes, and gastrointestinal problems have not reliably been shown to have positive results.

Ans: F Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge Answer Location: Group and Peer-Assisted Therapy to Enhance Social Support Difficulty Level: Hard

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

8. Children with a broad range of illnesses seem to benefit equally from individual, family, and group interventions for children with chronic illnesses.

Ans: T Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge Answer Location: Effectiveness of Pediatric Interventions Difficulty Level: Hard 9. Almost all pediatric psychologists work in the school setting.

Ans: F Learning Objective: LO 16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists. Show how pediatric psychologists help youths with chronic medical problems.

Cognitive Domain: Knowledge Answer Location: What Is Pediatric Psychology?

Difficulty Level: Easy 10. Almost all children have nightmares; therefore, almost all children can be diagnosed with nightmare disorder at one time or another.

Ans: F Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Comprehension Answer Location: Nightmare Disorder Difficulty Level: Medium 11. Sleepwalking tends to occur during REM sleep.

Ans: F Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Comprehension Answer Location: Sleep Arousal Disorders Difficulty Level: Medium

Essay 1. Since many cases of enuresis spontaneously resolve, is treating it really necessary?

Ans: Recovery is often slow and stressful and enuresis interferes with children’s quality of life and social activities, and places a burden on the sleep and satisfaction of whole family units. Because treatment is largely effective, minimally in reducing and sometimes in eliminating the problem, individuals may wish to pursue treatment. That being said, only about a third of children with enuresis in the United States receive treatment, and for treatment to be maximally successful, doctors, clinicians, and families must all work together. Unless they’re all willing to do so, treatment may not be worthwhile.

Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: Treatment of Nocturnal Enuresis Difficulty Level: Medium

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017

2. Encopresis entails passing feces at inappropriate times or places. This seems to be the opposite of constipation, so how is it thought that constipation results in encopretic behavior?

Ans: When children don’t defecate for a long period of time the rectal wall is stretched and the nerves that line the rectum become less sensitive, such that children can no longer experience strongly the sensation that they need to defecate. Then, the fecal mass becomes impacted—rock hard and difficult to pass.

Further, because it is so challenging, children come to associate bowel movements with pain through classical conditioning, furthering avoidance of the toilet. Fecal matter therefore builds up behind the mass, occasionally seeping out around the sides (overflow incontinence).

Learning Objective: LO 16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatment.

Cognitive Domain: Comprehension Answer Location: What Causes Encopresis?

Difficulty Level: Medium 3. Why is a polysomnogram considered the “gold standard” for assessing sleep, compared to other methods?

Ans: A polysomnogram is objective and provides multiple measurements of sleep including brain activity, eye movements, muscle activation, and heart rhythm. As such, it can accurately assess sleep duration and quality and detect abnormalities in sleep architecture and breathing during sleep. This is more objective than parental or child report and more comprehensive than use of an actometer.

Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Analysis Answer Location: What Are Sleep–Wake Disorders?

Difficulty Level: Medium 4. How might parental characteristics contribute to sleep problems in their children?

Ans: Parents may pass on a genetic propensity towards various sleep disorders but more so, certain parents are less apt to respond effectively to problems their children may develop with sleep. Some may not recognize the importance of sleep and others might experience psychosocial stress, such as living in chaotic environments, working multiple jobs, or caring for many children, that make regular bedtimes challenging. “Children’s sleep disorders are associated with parental risk factors such as stress, fatigue, poor physical health, depression, and family disruption.”

Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Comprehension Answer Location: Sleep Arousal Disorders and What Causes Insomnia in Children?

Difficulty Level: Medium 5. Your text discusses three possible explanations for the high comorbidity between ADHD and insomnia: (1) problematic behavioral inhibition which underlies ADHD also interferes with self-soothing, (2) stimulant medication interferes with sleep, and (3) stimulant medication wears off in the evenings making hyperactivity or impulsivity emerge. Can you think of any other possible explanations for the relationship between these conditions?

Ans: Is it possible that Insomnia can result in ADHD like symptoms and that if the insomnia is treated the ADHD symptoms will abate? For instance, sleep restricted children were found to score significantly lower on several measures of cognitive functioning, especially attention and concentration in one recent study (Ivanenko & Johnson, 2015).

Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of

Instructor Resource Weis, Abnormal Child and Adolescent Psychology, 3e SAGE Publishing, 2017 pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Analysis Answer Location: Anxiety or Impulsivity; Bedtime Resistance or Struggles Difficulty Level: Hard 6. What does it mean for a child to be “incompletely awake,” as is seen in sleep arousal disorders?

Ans: During sleep, many brain regions are highly active, though others are actively inhibited. Disorders of arousal occur when the child transitions from slow-wave sleep to the beginning of the first REM episode of the night (which explains why it typically occurs 60–90 minutes after the start of sleep, that is, toward the end of the first sleep cycle). The child seems unresponsive to his or her surroundings, disoriented, with no memory of the event but there’s a high amount of motor or autonomic activity, like that seen in REM sleep. Twin studies and family studies have shown that children might inherit problems making a smooth transition from slow-wave to REM sleep. These disorders tend to be outgrown when their nervous systems mature.

Learning Objective: LO 16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults. Identify some of the main causes of pediatric insomnia and its evidence-based treatment. Give examples of other sleep–wake disorders that affect children and adolescents.

Cognitive Domain: Comprehension Answer Location: Sleep Arousal Disorders Difficulty Level: Medium