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Question
Difference between the cultural norms of a classroom and the cultural norms of a particular family may cause difficulties in behavior.Answer
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Related questions
Q:
When several risk factors co-occur, their effects are:
a. Additivive
b. Exponential
c. Multiplicative
d. Separate
Q:
Stereotypy seems to serve the primary purpose of providing:
a. Release of anxiety.
b. Sensory feedback.
c. Social interaction.
d. All of the above.
e. Only A and B.
Q:
Family form has a very strong effect on emotional development.
Q:
Antipsychotic drugs have proven especially effective children and youth with schizophrenia.
Q:
A less severe form of depression not characterized by a major depressive episode is referred to as:
a. Dysphoria
b. Dysthymia
c. Enuresis
d. Mania
Q:
Separation between parent(s) and child does not always impair a child's development.
Q:
Depression:
a. Decreases in prevalence with age.
b. Increases in prevalence with age.
c. Remains constant in prevalence across ages.
Q:
Teachers should be a part of an overall plan to treat certain disorders with medication by:
a. Providing information to parents and physicians on the classroom effects of medication
b. Administering medications at school as needed.
c. Suggesting to parents that their child might benefit from medication
d. Teachers should not involve themselves in children's treatment with medication.
Q:
Childhood depression is linked to
a. Child abuse.
b. Family conflict.
c. Parental psychopathology.
d. All of the above.
e. Only A and B
Q:
Genes have been suggested as causal factors in:
a. Attention deficits.
b. Criminality.
c. Hyperactivity.
d. Schizophrenia.
e. All of the above.
Q:
Physical insult during an accident of birth may destroy brain tissue and contribute to EBD.
Q:
For most types of EBD, the genetic contributions remain unclear and environmental factors appear to be much more important for educators.
Q:
At the level of specific behaviors, social learning is more important than genetics.
Q:
Inability to think or concentrate can be a symptom of depression.
Q:
Emotional and behavioral disorders are caused almost entirely by biological factors.
Q:
Both children and adults experiencing depression exhibit loss of interest in productive activity.
Q:
Personal agency includes the ability to
a. Evaluate and regulate oneself
b. Learn vicariously
c. Use symbols for communication
d. All of the above
e. Only B and C
Q:
The social-cognitive approach integrates the
a. Behavioral and cognitive approach
b. Environmental and cognitive approach
c. Humanistic and cognitive approach
d. Medical and cognitive approach
Q:
The most common emotional or behavioral disorders of childhood are:
a. Anxious-withdrawn behaviors and conduct disorder.
b. Anxious-withdrawn behaviors and schizophrenia.
c. Deppressive behaviors and conduct disorder.
d. Depressive behaviors and schizophrenia.
Q:
An inability to attend to school because of fear of interacting with peers is an example of:
a. A compulsion.
b. A phobia.
c. An obsession.
Q:
One limitation of the biological approach is that:
a. Environmental flaws are often difficult to cure and correct
b. Epidemiological flaws are often difficult to cure and correct
c. Physiological flaws are often difficult to cure and correct
d. Psychological flaws are often difficult to cure and correct
Q:
The most effect treatment for Tourette's syndrome includes:
a. Cognitive behavioral therapy.
b. Diet therapy.
c. Drug therapy.
d. All of the above.
e. A and C.
Q:
Enuresis may be diurnal or nocturnal.
Q:
Children with OCD are often secretive about their rituals.
Q:
Compulsions are actually worries about persistent, intrusive impulses.
Q:
During the postwar years and into the 1950s, the trend in education for students with disabilities in the United States can best be described as
a. inclusionary
b. focusing on the demonstration of systematic interventions
c. focusing on interventions carried out in the home
d. exclusionary
Q:
Having fearful children watch movies in which other children are having fun while approaching the feared object without hesitation may reduce fear in the observer.
Q:
Children with extreme anxiety and social withdrawal have a worse prognosis for adult adjustment than does the child with an externalizing disorder.
Q:
Temper tantrums in third grade are inappropriate. Johnny-- a third grader-- will struggle his whole life with these behavioral issues. This interpretation is an example of:
a. Developmental optimism
b. Fatalism
c. Realism
Q:
In the first half of the 19th century, treatment of individuals with behavior disorders was characterized by
a. Optimism and humane care
b. Optimism and inhumane care
c. Pessimism and humane care
d. Pessimism and inhumane care