Test
Child Psychopathology Test B
Este test tiene tiempo límite, así que se abre en el reproductor de siempre.
Preguntas del test (25)
1A 7-year-old boy in second grade displays significant delays in his ability to reason, solve problems, and learn from his experiences. He has been slow to develop reading, writing, and mathematics skills in school. All through development,
these skills lagged behind peers, although he is making slow progress. These deficits significantly impair his ability to play in an age-appropriate manner with peers and to begin to acquire independent skills at home. He requires ongoing assistance with basic skills (dressing, feeding, and bathing himself; doing any type of schoolwork) on a daily basis. Which of the following diagnoses best fits this presentation?- AChildhood-onset major neurocognitive disorder.
- BSpecific learning disorder.
- CIntellectual disability (intellectual developmental disorder).
- DCommunication disorder.
- EAutism spectrum disorder.
2Which of the following statements about the diagnosis of intellectual disability (intellectual developmental disorder) is false?
- AAn individual with an IQ of less than 70 would receive the diagnosis if there were no significant deficits in adaptive functioning.
- BAn individual with an IQ above 75 would not meet diagnostic criteria even if there were impairments in adaptive functioning.
- CIn forensic assessment, severe deficits in adaptive functioning might allow for a diagnosis with an IQ above 75.
- DAdaptive functioning must take into account the three domains of conceptual, social, and practical functioning.
- EThe specifiers mild, moderate, severe, and profound are based on IQ scores.
3Which of the following statements about development of and risk factors for intellectual disability (intellectual developmental disorder) is true?
- AIntellectual developmental disorder should not be diagnosed in the presence of a known genetic syndrome, such as Lesch-Nyhan or Prader-Willi syndrome.
- BEtiologies are confined to perinatal and postnatal factors and exclude prenatal events.
- CIn severe acquired forms of intellectual developmental disorder, onset may be abrupt following an illness (e.g., meningitis) or head trauma occurring during the developmental period.
- DWhen intellectual disability results from a loss of previously acquired cognitive skills, as in severe traumatic brain injury (TBI), only the TBI diagnosis is assigned.
- EPrenatal, perinatal, and postnatal etiologies of intellectual developmental disorder are demonstrable in approximately 33% of cases.
4A 10-year-old boy with a history of dyslexia, who is otherwise developmentally normal, is in a skateboarding accident in which he experiences severe traumatic brain injury. This results in significant global intellectual impairment (with a persistent reading deficit that is more pronounced than his other newly acquired but stable deficits, along with a full-scale IQ of 75). There is mild impairment in his adaptive functioning such that he requires support in some areas of functioning. He is also displaying anxious and depressive symptoms in response to his accident and hospitalization. What is the least likely diagnosis?
- AIntellectual disability (intellectual developmental disorder).
- BTraumatic brain injury.
- CSpecific learning disorder.
- DMajor neurocognitive disorder due to traumatic brain injury.
- EAdjustment disorder.
5A 3½-year-old girl with a history of lead exposure and a seizure disorder demonstrates substantial delays across multiple domains of functioning, including communication, learning, attention, and motor development, which limit her ability to interact with same-age peers and require substantial support in all activities of daily living at home. Unfortunately, her mother is an extremely poor historian, and the child has received no formal psychological or learning evaluation to date. She is about to be evaluated for readiness to attend preschool. What is the most appropriate diagnosis?
- AMajor neurocognitive disorder.
- BDevelopmental coordination disorder.
- CAutism spectrum disorder.
- DGlobal developmental delay.
- ESpecific learning disorder.
6Which of the following was a criterion symptom for autistic disorder in DSM-IV that was eliminated from the diagnostic criteria for autism spectrum disorder in DSM-5?
- AStereotyped or restricted patterns of interest.
- BStereotyped and repetitive motor mannerisms.
- CInflexible adherence to routines.
- DPersistent preoccupation with parts of objects.
- EDelayed language development.
7A 10-year-old boy demonstrates hand-flapping and finger flicking, and he repetitively flips coins and lines up his trucks. He tends to “echo” the last several words of a question posed to him before answering, mixes up his pronouns (refers to himself in the second person), tends to repeat phrases in a perseverative fashion, and is quite fixated on routines related to dress, eating, travel, and play. He spends hours in his garage playing with his father’s tools. What do these behaviors represent?
- ARestricted, repetitive patterns of behaviors, interests, or activities characteristic of autism spectrum disorder.
- BSymptoms of obsessive-compulsive disorder.
- CPrototypical manifestations of obsessive-compulsive personality.
- DSymptoms of pediatric acute-onset neuropsychiatric syndrome (PANS).
- EComplex tics.
8An 11-year-old girl with autism spectrum disorder displays no spoken language and is minimally responsive to overtures from others. She can be somewhat inflexible, which interferes with her ability to travel, do schoolwork, and be managed in the home; she has some difficulty transitioning; and she has trouble organizing and planning activities. These problems can usually be managed with incentives and reinforcers. What severity levels should be specified in the DSM-5 diagnosis?
- ALevel 3 (requiring very substantial support) for social communication, and level 1 (requiring support) for restricted, repetitive behaviors.
- BLevel 1 (requiring support) for social communication, and level 3 (requiring very substantial support) for restricted, repetitive behaviors.
- CLevel 1 (requiring support) for social communication, and level 2 (requiring substantial support) for restricted, repetitive behaviors.
- DLevel 3 (requiring very substantial support) for social communication, and level 2 (requiring support) for restricted, repetitive behaviors.
- ELevel 2 (requiring substantial support) for social communication, and level 1 (requiring support) for restricted, repetitive behaviors.
9A 5-year-old girl has some mild food aversions. She enjoys having the same book read to her at night but does not become terribly upset if her mother asks her to choose a different book. She occasionally spins around excitedly when her favorite show is on. She generally likes her toys neatly arranged in bins but is only mildly upset when her sister leaves them on the floor. These behaviors should be considered suspicious for an autism spectrum disorder; true or false?
- AVerdadero
- BFalso
10Which of the following characteristics is generally not associated with autism spectrum disorder?
- AAnxiety, depression, and isolation as an adult.
- BCatatonia.
- CPoor psychosocial functioning.
- DInsistence on routines and aversion to change.
- ESuccessful adaptation in regular school settings.
11The parents of a 15-year-old female tenth grader believe that she should be doing better in high school, given how bright she seems and the fact that she received mostly A’s through eighth grade. Her papers are handed in late, and she makes careless mistakes on examinations. They have her tested, and the WAISIV results are as follows: Verbal IQ, 125; Perceptual Reasoning Index, 122; Full-Scale IQ, 123; Working Memory Index, 55th percentile; Processing Speed Index, 50th percentile. Weaknesses in executive function are noted. During a psychiatric evaluation, she reports a long history of failing to give close attention to details, difficulty sustaining attention while in class or doing homework, failing to finish chores and tasks, and significant difficulties with time management, planning, and organization. She is forgetful, often loses things, and is
easily distracted. She has no history of restlessness or impulsivity, and she is well liked by her peers. What is the most likely diagnosis?- AAdjustment disorder with anxiety.
- BSpecific learning disorder.
- CAttention-deficit/hyperactivity disorder, predominantly inattentive.
- DDevelopmental coordination disorder.
- EMajor depressive disorder.
12A 5-year-old hyperactive, impulsive, and inattentive boy presents with hypertelorism, highly arched palate, and low-set ears. He is uncoordinated and clumsy, he has no sense of time, and his toys and clothes are constantly strewn all over the house. He has recently developed what appears to be a motor tic involving blinking. He enjoys playing with peers, who tend to like him, although he seems to willfully defy all requests from his parents and kindergarten teacher, which does not seem to be due simply to inattention. He is delayed in beginning to learn how to read. What is the least likely diagnosis?
- AAutism spectrum disorder.
- BDevelopmental coordination disorder.
- COppositional defiant disorder (ODD).
- DSpecific learning disorder.
- EAttention-deficit/hyperactivity disorder (ADHD).
13What is the gender ratio of attention-deficit/hyperactivity disorder (ADHD) in children?
- AMale:female ratio of 2:1.
- BMale:female ratio of 1:1.
- CMale:female ratio of 3:2.
- DMale:female ratio of 5:1.
- EMale:female ratio of 1:2.
14Which of the following is not associated with attention-deficit/hyperactivity disorder (ADHD)?
- ASocial rejection.
- BIncreased risk of developing conduct disorder in childhood and antisocial personality disorder in adulthood.
- CIncreased risk of Alzheimer’s disease.
- DIncreased frequency of traffic accidents and violations.
- EIncreased risk of accidental injury.
15Which of the following statements about comorbidity in attention-deficit/hyperactivity disorder (ADHD) is true?
- AOppositional defiant disorder co-occurs with ADHD in about half of children with the combined presentation and about a quarter of those with the predominantly inattentive presentation.
- BMost children with disruptive mood dysregulation disorder do not also meet criteria for ADHD.
- CFifteen percent of adults with ADHD have some type of anxiety disorder.
- DIntermittent explosive disorder occurs in about 5% of adults with ADHD.
- ESpecific learning disorder very seldom co-occurs with ADHD.
16Which of the following statements about the diagnosis of specific learning disorder is false?
- ASpecific learning disorder is distinct from learning problems associated with a neurodegenerative cognitive disorder.
- BIf intellectual disability (intellectual developmental disorder) is present, the learning difficulties must be in excess of those expected.
- CAn uneven profile of abilities is typical in specific learning disorder.
- DAttentional difficulties and motor clumsiness that are subthreshold for attention-deficit/hyperactivity disorder or developmental coordination disorder are frequently associated with specific learning disorder.
- EThere are four formal subtypes of specific learning disorder.
17Which of the following statements about developmental coordination disorder (DCD) is true?
- ASome children with DCD show additional (usually suppressed) motor activity, such as choreiform movements of unsupported limbs or mirror movements.
- BThe prevalence of DCD in children ages 5–11 years is 1%–3%.
- CIn early adulthood, there is improvement in learning new tasks involving complex/automatic motor skills, including driving and using tools.
- DDCD has no association with prenatal exposure to alcohol or with low birth weight or preterm birth.
- EImpairments in underlying neurodevelopmental processes have not been found to primarily affect visuomotor skills.
18Which of the following statements about the developmental course of stereotypic movement disorder is false?
- AThe presence of stereotypic movements may indicate an undetected neurodevelopmental problem, especially in children ages 1–3 years.
- BAmong typically developing children, the repetitive movements may be stopped when attention is directed to them or when the child is distracted from performing them.
- CIn some children, the stereotypic movements would result in self-injury if protective measures were not used.
- DWhereas simple stereotypic movements (e.g., rocking) are common in young typically developing children, complex stereotypic movements are much less common (approximately 3%–4%).
- EStereotypic movements typically begin within the first year of life.
19A 5-year-old girl is referred to your care with a DSM-IV diagnosis of chronic motor or vocal tic disorder. Under DSM-5, she would meet criteria for persistent (chronic) motor or vocal tic disorder. Which of the following statements about her new diagnosis under DSM-5 is false?
- AShe may have single or multiple motor or vocal tics, but not both.
- BHer tics must persist for more than 1 year since first tic onset without a ticfree period for 3 consecutive months to meet diagnostic criteria.
- CHer tics may wax and wane in frequency but have persisted for more than 1 year since first tic onset.
- DShe has never met criteria for Tourette’s disorder.
- EA specifier may be added to the diagnosis of persistent (chronic) motor or vocal tic disorder to indicate whether the girl has motor or vocal tics.
20Which of the following statements about speech sound disorder is true?
- ASpeech sound production must be present by age 2 years.
- B“Failure to use developmentally expected speech sounds” is assessed by comparison of a child with his or her peers of the same age and dialect.
- CThe difficulties in speech sound production need not result in functional impairment to meet diagnostic criteria.
- DSymptom onset is in the early developmental period.
- ESpecific signs and symptoms begin at different ages and in different language or cultural background.
21Which of the following types of disturbance in normal speech fluency/time patterning included in the DSM-IV criteria for stuttering was omitted in the DSM-5 criteria for childhood-onset fluency disorder (stuttering)?
- ASound prolongation.
- BCircumlocution.
- CInterjections.
- DWords produced with an excess of physical tension.
- ESound and syllable repetitions.
22Tics typically present for the first time during which developmental stage?
- AInfancy.
- BPrepuberty.
- CLatency.
- DAdolescence.
- EAdulthood.
23By what age should most children have acquired adequate speech and language ability to understand and follow social rules of verbal and nonverbal communication, follow rules for conversation and storytelling, and change language according to the needs of the listener or situation?
- AAges 2–3 years.
- BAges 3–4 years.
- CAges 4–5 years.
- DAges 5–6 years.
- EAges 6–7 years.
24Below what age is it difficult to distinguish a language disorder from normal developmental variations?
- AAge 2 years.
- BAge 3 years.
- CAge 4 years.
- DAge 5 years.
- EAge 6 years.
25Which of the following would likely not be an important condition to rule out in the differential diagnosis of speech sound disorder?
- ANormal variations in speech.
- BHearing or other sensory impairment.
- CDysarthria.
- DDepression.
- ESelective mutism.
Información
- Descripción
- El usuario ha eliminado su información de asignaturas Test sobre Child Psychopathology Test B, creado por Usuario eliminado el 05/03/2017.
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- English
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