Q&A Hero

Q: Depression in childhood: a. Is expressed through enuresis, hyperactivity, and LD. b. Is relatively nonexistant. c. Parallels adult depression in trajectory and behaviors. d. Parallels adult depression with developmentally appropriate behaviors.

Q: A child's unique temperament is generally observable, and influences those around him or her: a. From birth. b. By the age of 18 months to 2 years. c. By the time they enter kindergarten. d. As they enter puberty.

Q: Dysphoria is: a. Feelings of happiness and unwellness not consistent with one's circumstances. b. Feelings of unhappines or unwellness not consistent with one's circumstances. c. Feelings of unhappiness or unwellness consistent with one's circumstances. d. Feelings of unhappiness and wellness not consistent with one's circumstances.

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: Euphoria and frenetic activity are known as: a. Dysphoria b. Dysthymia c. Enuresis d. Mania

Q: Temperament may play a role in the development of EBD, but only in a. The absence of appropriate nurturing. b. The absence of TBI. c. Certain environments. d. Conjunction with environment.

Q: Dysphoria that lasts for a protracted period of time but does not reach an intense level is called: a. Dysphoria b. Dysthymia c. Enuresis d. Mania

Q: An easy or positive temperament has been associated with: a. Academic success. b. Cognitive functioning. c. Resilience. d. Social conditioning.

Q: Unipolar depressive disorders vary between: a. Normal and extreme dysphoria. b. Extreme dysphoria and extreme euphoria. c. Normal and extreme euphoria.

Q: EBD develops in children with: a. Aggressive temperaments. b. Avoidant temperaments. c. High energy temperaments. d. Low energy temperaments. e. Any kind of temperament.

Q: Children and adolescents with long standing depression may also exhibit: a. Greater anxiety. b. Increased acting-out behaviors. c. Lower self-esteem. d. All of the above. e. Only A and C.

Q: Temperament includes: a. Activity level. b. Approach or withdrawal. c. Cognitive functioning. d. All of the above. e. Only A and B.

Q: Bipolar disorders vary between: a. Normal and extreme dysphoria. b. Extreme dysphoria and extreme euphoria. c. Normal and extreme euphoria. d. None of the above.

Q: In general: a. Adequate nutrition is crucial; excluding certain food substances seldom is. b. Adequate nutrition is crucial; excluding certain food substances is also crucial. c. Adequate nutrition is important as is excluding certain food substances.

Q: In prepubescent children, the prevalence of depression is: a. About the same in boys and girls. b. Is higher among boys than girls. c. Is higher among girls than boys.

Q: EBD can be caused by: a. Food allergies. b. Caffeine excesses. c. Sugar excesses. d. All of the above. e. None of the above.

Q: By age 15, the prevalence of depression is: a. About the same in boys and girls. b. Is higher among boys than girls. c. Is higher among girls than boys.

Q: Malnutrition can cause: a. Apathy. b. Brain damage. c. Retardation. d. All of the above. e. None of the above.

Q: When students display depressed affects, they tend to: a. Act unusually sad, lonely, and apathetic. b. Avoid demanding tasks and social experiences. c. Express comments that indicate low self-esteem, excessive guilt, and pessimism. d. All of the above. e. Only A and C

Q: TBI should be addressed using: a. Brain surgery. b. Drug therapy. c. Environmental modifications. d. All of the above. e. Only A and B.

Q: In addition to generally depressed affects, students suffering from depression may: a. Act out and appear irritable. b. Act out and appear angry. c. "Act in" and appear irritable. d. "Act in" and appear angry.

Q: Effects of TBI include: a. Inappropriate manners, failure to understand humor, and schizophrenia. b. Inappropriate manners, failure to understand humor, and unreasonable fear. c. Inappropriate manners, schizophrenia, and unreasonable fear. d. Schizophrenia, failure to understand humor, and unreasonable fear.

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: The severity of TBI depends on: a. Part of brain injured, severity of damage, and age at injury. b. Part of brain injured, gender of injured, and age at injury. c. Part of brain injured, severity of damage, and gender of injured. d. Gender of injured, severity of damage, and age at injury.

Q: The fact that depression runs in families reflects: a. Depressed mothers who lack parenting skills. b. Family interactions that foster depression. c. Genetic influences on behavior. d. All of the above. e. Only B and C.

Q: Cerebral trauma is synonymous with: a. Craniocerebral trauma. b. Traumatic brain injury. c. Traumatic head injury. d. All of the above. e. None of the above.

Q: In comparison to nondepressed parents, depressed parents are: a. Less inconsistent, lax, and ineffective in child management. b. Less inconsistent, lax, and more ineffective in child management. c. More inconsistent, lax, and equally effective in child management. d. More inconsistent, lax, and ineffective in child management.

Q: TBI stands for: a. Traumatic Brain Injury. b. Treatable Brain Injury. c. Traumatic Broad-spectrum Injury. d. Treatable Broad-spectrum Injury.

Q: When children exhibit a depressed attributional style, they tend to believe that bad outcomes are: a. A result of someone else's inadequacies. b. A result of their own inadequacies. c. A result of unalterable inadequacies. d. All of the above. e. Only B and C.

Q: The brain can be traumatized by: a. High fever. b. Infectious disease. c. Toxic chemicals. d. All of the above. e. Only B and C.

Q: In Kaslow's schema for assessing depression, priority is given to: a. Activity level and then social skills. b. Self-control and then activity level. c. Self-control and then social skills. d. Social skills and then activity level.

Q: The brain can be traumatized: a. After birth. b. Before birth. c. During birth. d. All of the above. e. Only A & B.

Q: Between the ages of 15 and 24, the leading cause(s) of death is (are): a. Accidents and homicide. b. Depression. c. Suicide. d. None of the above.

Q: For most types of EBD: a. Genetic contributions remain clear and environmental factors remain far more important for educators. b. Genetic contributions remain clear and environmental factors remain far less important for educators. c. Genetic contributions remain unclear and environmental factors remain far more important for educators. d. Genetic contributions remain unclear and environmental factors remain far less important for educators.

Q: Suicide rates are higher for: a. Girls than boys. b. Married teens than unmarried teens. c. White youth than Native American youth. d. All of the above. e. Only A and C.

Q: Genes have been suggested as causal factors in: a. Attention deficits. b. Criminality. c. Hyperactivity. d. Schizophrenia. e. All of the above.

Q: Parasuicides are more common for males than females.

Q: Tourette's disorder is a neurological disorder characterized by: a. Tics, depression, compulsions, hyperactivity, and impulsivity. b. Tics, obsessions, compulsions, hyperactivity, and depression. c. Tics, obsessions, compulsions, hyperactivity, and impulsivity. d. Tics, obsessions, depression, hyperactivity, and impulsivity.

Q: Accidents are the leading cause of death among adolescents in the 15 to 24 age bracket.

Q: Biological factors affect behavior only in interaction with a. Environmental factors. b. Medical factors. c. Physiological factors. d. All of the above. e. None of the above.

Q: Chronic childhood depression has no relationship with adult maladjustment.

Q: Subtle brain injury during birth can be associated with juvenile delinquency.

Q: Depression and failure may become a vicious cycle that is difficult to break.

Q: Physical insult during an accident of birth may destroy brain tissue and contribute to EBD.

Q: Depression is not related to performance on cognitive tasks.

Q: For most types of EBD, the genetic contributions remain unclear and environmental factors appear to be much more important for educators.

Q: Evidence suggests that childhood depression and adult religiosity are related.

Q: Schizophrenia or schizoid behavior can be triggered by use of hallucinogenic drugs.

Q: Depressed students often have physical complaints of fatigue or illness.

Q: Heightened risk for schizophrenia means that a person will develop the disorder.

Q: After age 20, the prevalence of depression in boys and girls tends to become equal.

Q: At the level of specific behaviors, social learning is more important than genetics.

Q: Beyond age 15, girls are twice as likely as boys to be depressed.

Q: Children inherit predispositions to certain behavioral characteristics from their biological parents.

Q: Depression tends to be of short duration.

Q: Knowing that a disorder has a biological cause leads directly to a prescription for treatment.

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: Depression is a bipolar disorder.

Q: Increased medical technology increases the plausibility of a biological basis for more emotional and behavioral disorders.

Q: In children dysphoria may be marked by irritability and unhappiness.

Q: Using Bandura's notion of triadic reciprocality, disordered behaviors are comprehensible: a. Across contexts of occurrence b. Across mindsets of occurrence c. Only in the context in which they occur d. Only in the mindset in which they occur

Q: Childhood depression is a normal part of human development.

Q: The same behavior may have different meaning a. At different ages b. In different contexts c. With different individuals d. All of the above e. None of the above

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: Fears are not considered maladaptive unless they prevent the child from engaging in: a. Normal social interaction. b. Normal sleep patterns. c. Regular school attendance. d. All of the above. e. Only A and B.

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 fears that infants have of falling and loud noise are considered: a. Adaptive. b. Deviant. c. Normal. d. All of the above. e. Only A and C.

Q: If a research finding is reliable, it can be a. Measured b. Quantified c. Replicated d. Translated

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: According to Kauffman and Landrum, which of the following approaches contributes most to the effective treatment of EBD? a. Humanistic b. Medical c. Postmodern d. Psychodynamic

Q: Persistent anxiety is likely to characterize ____ of the child population. a. 2% b. 5-8% c. 10-15% d. 20%

Q: Acceptance of one set of assumptions about human behavior often implies: a. Allegiance to a medical model of EBD b. Allegiance to a variety of other assumptions c. Rejection of other assumptions d. Rejection of the medical model of EBD

Q: Anxiety is frequently comorbid with: a. Depression, conduct disorder, and learning disabilities. b. Autism, conduct disorder, and learning disabilities. c. Depression, autism, and learning disabilities. d. Depression, conduct disorder, and autism.

Q: In practice, professionals tend to adhere to a. A single conceptual approach b. A single clinical experience c. Multiple conceptual approaches d. Multiple clinical experiences

Q: Characteristics associated with anxiety and withdrawal are usually: a. More transitory and amenable to treatment than those associated with conduct disorder. b. More transitory and amenable to treatment than those associated with ADHD. c. Less transitory and amenable to treatment than those associated with conduct disorder. d. Less transitory and amenable to treatment than those associated with ADHD.

Q: An intervention based on behavioral principles rearranges a. Antecedent events and consequences b. Social systems and consequences c. Intrapsychic conflict and behavior d. All of the above e. Only A and B

Q: A school phobia may be most appropriately called: a. Separation anxiety b. Separation phobia c. Social anxiety d. Social phobia

Q: Ecobehavioral analyses attempt to identify and use functional events to improve: a. Behavior management b. Intrapsychic conflict c. Social systems d. All of the above e. None of the above