ABNORMAL CHILD AND - EIGHTH EDITION Rita Wicks-Nelson Allen C. Israe...

TEST BANK

Andrea Rotzien

ABNORMAL CHILD AND

ADOLESCENT PSYCHOLOGY

EIGHTH EDITION

Rita Wicks-Nelson Allen C. Israel By Answers At The End Of Each Chapter 1 / 4

Copyright © 2013, 2009, 2005 Pearson Education, Inc. All rights reserved.iii

Contents

Chapter 1 – Introduction .................................................................................... 1 Chapter 2 – The Developmental Psychopathology Perspective ......................... 9 Chapter 3 – Biological and Environmental Contexts of Psychopathology ......... 18 Chapter 4 – Research: Its Role and Methods ................................................... 30 Chapter 5 – Classification, Assessment, and Intervention ................................ 39 Chapter 6 – Anxiety Disorders ......................................................................... 51 Chapter 7 – Mood Disorders ............................................................................ 65 Chapter 8 – Conduct Problems ........................................................................ 80 Chapter 9 – Attention Deficit Hyperactivity Disorder ......................................... 97 Chapter 10 – Language and Learning Disorders .............................................. 108 Chapter 11 – Intellectual Disability ................................................................... 120 Chapter 12 – Autism Spectrum Disorder and Schizophrenia ............................ 134 Chapter 13 – Disorders of Basic Physical Functions ........................................ 147 Chapter 14 – Psychological Factors Affecting Medical Conditions ................... 160 Chapter 15 – Evolving Concerns for Youth ...................................................... 169

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Copyright © 2013, 2009, 2005 Pearson Education, Inc. All rights reserved.1

CHAPTER 1

INTRODUCTION

TRUE OR FALSE

• Ab means “away” or “from,” whereas “normal” refers to “average” or “standard.” Thus,

abnormal is defined as something the deviates from the average.

• Age is an important developmental index in judging behavior.

• Cultural norms for behavior rarely impact diagnostic rates for a disorder.

• Ethnicity denotes common customs, values, language or traits that are associated with national

origin or geographic area.

• A child’s behavior should be consistent and not vary across settings (e.g., classroom, playground,

home).

• In most cultures boys are expected to be less active and less aggressive than girls. This

expectation is an example of a situational norm.

• Youth rarely refer themselves for clinical evaluation.

• According to the American Psychological Association, 10 percent of youth have a serious mental

health disorder.

• Quantifying the prevalence of disorders is difficult because it depends on several factors,

including the definition of disorders, the population examined, and the methods used to identify the problem.

• Changing social conditions may increase the risk of disorders in young people.

• Early disturbances, for example, feeding issues or sleep disorders in infancy, do not have

developmental consequences.

• One difficulty in establishing the age of onset of any behavioral disorder is that the onset may

occur gradually, so that age of onset may be an arbitrary estimation rather than a precise age.

• Schizophrenia is a disorder that typically begins during childhood.

• Males are more vulnerable than females to neurodevelopmental disorders that occur early in life.

• One explanation for differing rates of behavioral disorder between boys and girls is gender

differences in disruptive behavior, which can result in gender differences in referrals for clinical services.

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Copyright © 2013, 2009, 2005 Pearson Education, Inc. All rights reserved.2

• The conceptualization of adolescence as a distinct period of life began in the 17th and 18th

centuries.

• Somatogenesis refers to the belief that behavioral disturbance results from a person’s being

possessed or influenced by devils or some similar force.

• Kraepelin is credited with creating a system to classify mental disturbances that serve as the basis

for modern classification systems.

• The belief that mental problems are caused by psychological variables is called psychogenesis.

• Freud contributed to the field of childhood behavioral disorder by positing that early, unresolved

psychological conflict is the source of emotional problems.

• Behavior modification or behavior therapy is the explicit application of learning principles for the

assessment and treatment of behavioral problems.

• Longitudinal studies, focusing on normal development, assisted in the understanding and study of

child and adolescent disorders.

• Anna Freud, a mother and visionary, advocated establishing a Child Welfare Research Station at

the University of Iowa.

• Psychiatrists earn an M.D. and psychologists earn a Ph.D.

MULTIPLE CHOICE

• Joe is in the second grade and cannot stay focused. He cannot read and tests below grade level in

all subjects. He is rarely in trouble at school or at home. Joe

• is free from all behavior disorders.
• may have a behavioral disorder and should be evaluated.
• is a typical boy.
• is none of the above.

• Which is least likely to be considered an indication of problem behavior in youth?

• A behavior is excessively intense.
• A behavior is qualitatively atypical.
• A behavior is unusual but of no harm to anyone.
• A behavior is exhibited in inappropriate settings.

• Which of the following is a behavioral indicator of a disorder noted in Table 1.1?

• Parental intolerance of atypical behavior
• Bedwetting
• Gender
• Developmental delay
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