Title: Disorders of Childhood and Adolescence
Course: Question bank check

Q: Which of the following statements about intelligence is true?
- Intelligence can only be expressed through thoughts and mental processes and is unable to manifest as behaviors or emotions. (Incorrect. Intelligence is able to be expressed through not only thoughts but through behaviors and emotions too.)
- There is no real way to measure intellectual functioning, which proposes many problems within psychology and other related sciences and professions. (Incorrect. Although intelligence is a term that can be defined or perceived in many ways, and is unique for each individual, it can be measured by the intelligence quotient (IQ), which was developed with the use of standardized tests.)
- Intelligence is not related to the ability to learn, especially for school-aged children. (Incorrect. Research has shown that children who score high on tests of intelligence have a tendency to learn more in school from what is taught than children who scored lower.)
- Intelligence includes a range of mental activities including logical reasoning, problem-solving, and verbal skills. (Correct! These mental activities are all components that make up our understanding of intelligence.)
A: Intelligence includes a range of mental activities including logical reasoning, problem-solving, and verbal skills.

Q: Theresa takes an IQ test and discovers her score is considered perfectly average. What did she score?
- 70 (Incorrect. An IQ of 70 indicates a score that is two standard deviations below the mean score.)
- 85 (Incorrect. An IQ of 85 indicates a score that is one standard deviation below the mean score.)
- 130 (Incorrect. An IQ of 130 indicates a score that is two standard deviations above the mean.)
- 100 (Correct. IQ tests are standardized with a mean of 100 and a standard deviation of 15, so that a person with an average IQ will have a score of 100 on an IQ test.)
A: 100

Q: Significant cognitive delays, deficits in adaptive functioning, and difficulties with personal independence and responsibility are features of intellectual disability, which is identified by an IQ score below
- 100. (Incorrect. The standardized average IQ score is 100.)
- 90. (Incorrect. A score of 90 on an intelligence test would indicate a score within one standard deviation of the mean, and although is lower than average, would not be considered low enough to qualify for a diagnosis of intellectual disability.)
- 50. (Incorrect. A score of 50 would indicate a significant intellectual disability, but scores between 50 and 70 would also reflect an intellectual disability.)
- 70. (Correct! A score of 70 or below is indicative of intellectual disability)
A: 70.

Q: According to the DSM-5, in order for a diagnosis of intellectual disability to be made, which of the following criteria must first be met?
- evidence that the limitations became apparent after childhood (Incorrect. In order for a diagnosis of intellectual disability to be made, the individual had to have experienced the limitations in childhood or adolescence.)
- significant limitations in adaptive behaviors in a specific environment, such as in school but not at home (Incorrect. The diagnostic criteria for intellectual disability states there must be significant limitations in one or more areas of adaptive behavior across multiple environments.)
- intellectual impairments or delays due to a problem in the brain and not due to disease or injury (Incorrect. Problems in the brain, disease, and injury anytime from before birth to 18 years old are potential causes of intellectual disability.)
- significant limitation in general mental abilities and intellectual functioning (Correct! This is one of the key diagnostic criteria for a diagnosis of intellectual disability.)
A: significant limitation in general mental abilities and intellectual functioning

Q: Which of the following signs seen in early childhood may be indicative of intellectual disability?
- seemingly superior memory and was able to talk earlier than average (Incorrect. A child displaying signs of intellectual disability will likely have trouble remembering things and have delays in speech.)
- does not perform well in school, but is able to take good care of themselves and communicate their needs (Incorrect. Signs of intellectual disability include difficulties with expressing wants and needs to others as well as trouble taking care of themselves.)
- limitations in self-help skills but average or above average communication and interpersonal skills (Incorrect. Limitations in self-help skills as well as in communication and relational skills are all signs of intellectual disability.)
- delays in crawling, walking, and talking, difficulty with understanding social rules and solving problems (Correct! Developmental delays and difficulty with understanding social rules and solving problems may be signs of intellectual disability.)
A: delays in crawling, walking, and talking, difficulty with understanding social rules and solving problems

Q: Three criteria must be met in order for a diagnosis of intellectual disability to be made, including limitations in mental abilities and adaptive behaviors. The formal diagnosis is determined by the use of
- a psychoanalytic evaluation. (Incorrect. Formal diagnoses are made by assessing IQ and adaptive behavior, which uses standardized tests and quantitative measures.)
- brain-imaging technology. (Incorrect. While there may be brain abnormalities in the brains of individuals with intellectual disability, it is not a part of the formal diagnosis.)
- behavioral observation. (Incorrect. While observing behaviors are crucial in seeing the display of symptoms and key characteristics of intellectual disability, formal scientific assessments must be made in order to get a valid and comparative assessment of functioning and intelligence.)
- an IQ assessment and a test of adaptive behavior. (Correct! These tests are given to children who are displaying symptoms and diagnostic criteria in order to assess their level of functioning and intelligence, and to what severity.)
A: an IQ assessment and a test of adaptive behavior.

Q: If a mother drinks during pregnancy, then the exposure to alcohol on the developing fetus may cause a serious condition that includes intellectual disability and other developmental problems.
- infantile autism (Incorrect. Infantile autism is a developmental disorder characterized by abnormal emotional, social, and linguistic development in a child. Its causes are still unclear, but it is not due to alcohol exposure during fetal development.)
- Down syndrome (Incorrect. Down syndrome is a disorder that occurs when an individual has an extra 21st chromosome.)
- fragile X syndrome (Incorrect. Fragile X syndrome is caused by a genetic mutation on the X chromosome.)
- fetal alcohol syndrome (Correct! Fetal alcohol syndrome occurs as a result of the mother drinking alcohol during her pregnancy and results in severe developmental issues for her child.)
A: fetal alcohol syndrome

Q: There are several known causes of intellectual disability. One cause is the result of a mutation of a single gene, the FMR1 gene, called
- fetal alcohol syndrome. (Incorrect. Fetal alcohol syndrome occurs as a result of the mother drinking alcohol during her pregnancy and results in severe developmental issues for her child.)
- Down syndrome. (Incorrect. Down syndrome is a disorder that occurs when an individual has an extra 21st chromosome.)
- Phenylketonuria (PKU). (Incorrect. PKU results from an inborn error of metabolism and is not from a mutation of a single gene.)
- fragile X syndrome. (Correct! Fragile X syndrome is a lead genetic cause of intellectual disability and results from a genetic mutation in the FMR1 gene.)
A: fragile X syndrome.

Q: Also referred to as trisomy 21, which of the following genetic disorders is caused by an extra copy of the 21st chromosome and results in intellectual disability.
- fetal alcohol syndrome (Fetal alcohol syndrome is caused by the environmental factor of exposure to alcohol (ethanol) while developing in the womb.)
- fragile X syndrome (Incorrect. Fragile X syndrome is a genetic disorder that results from a single mutation of the FMR1 gene.)
- phenylketonuria (PKU) (Incorrect. PKU results from an inborn error of metabolism, and is not from a mutation of a single gene.)
- Down syndrome (Correct! Down syndrome is the most common chromosomal cause of intellectual disability and involves a third copy of chromosome 21.)
A: Down syndrome

Q: Management for an individual diagnosed with an intellectual disability involves several components in order to provide an effective and supportive treatment plan. Management includes which of the following goals?
- implement a pharmacological plan using medications to eliminate all unwanted symptoms (Incorrect. Pharmacological drugs are not commonly used in a treatment plan for intellectual disability, but can be helpful when treating behavioral abnormalities that are associated with intellectual disability and coexisting conditions.)
- placing the child in regular school classes so that they do not feel singled out and can learn alongside their peers (Incorrect. Although there are programs that involve placing the child in a regular school room, this is not usually done for the entirety of school time, and they typically have educational support that is directly suited to fit their specific learning needs and intellectual levels.)
- scheduling one-on-one therapy sessions with a psychotherapist in order to identify any subconscious influences on intellectual function (Incorrect. Intellectual disability is most commonly due to genetic or biological causes, and not those of the inner psyche that are hidden from the conscious mind.)
- prevent further worsening of functioning and minimize the symptoms of disability (Correct! In addition to improving the quality of everyday life, creating goals to prevent the worsening of functioning and a strategy to minimize symptoms are the first steps in managing intellectual disability.)
A: prevent further worsening of functioning and minimize the symptoms of disability

Q: Which component of a treatment plan for an individual diagnosed with an intellectual disability involves a focus on promoting self-sufficiency and teaching them communication skills and how to ask for help?
- cognitive therapy (Incorrect. Cognitive therapy would include correcting one’s negative behaviors through identifying negative thoughts and emotional stressors.)
- family education (Incorrect. Although family education may involve communication skills and asking for help, it is mostly to assist the family members in understanding intellectual disability and how to best interact with their loved one with an intellectual disability.)
- psychopharmacological intervention (Incorrect. This aspect of the treatment plan would be implementing pharmaceutical drugs in order to manage symptoms, typically seen in co-morbid conditions for an individual diagnosed with intellectual disability.)
- educational support (Correct! A crucial component of intellectual disability management, education support involves special academic programs and behavioral learning skills in order to foster independence and development of their skills.)
A: educational support

Q: Which type of psychopharmacological medication has been used to help treat repetitive self-stimulatory behaviors and obsessive-compulsive symptoms that may be harmful to an individual diagnosed with intellectual disability?
- antidepressants (Incorrect. Antidepressant medications such as SSRIs help manage depressive symptoms in individuals with intellectual disabilities.)
- stimulants (Incorrect. Stimulants such as Adderall may exacerbate or worsen the severity of symptoms such as self-stimulating behaviors and obsessive-compulsive symptoms, as well as aggression and irritability.)
- opioids (Incorrect. Opioids are used in pain management to treat acute and chronic pain and would not be used in a treatment plan for an individual diagnosed with an intellectual disability.)
- antipsychotics (Correct! Antipsychotic medications have been reported to help diminish these symptoms as well as involuntary movements.)
A: antipsychotics

Q: Nicholas has difficulties with understanding sentences and specific types of words. He also has trouble producing speech, and therefore expressing himself appropriately. He has trouble recalling words, producing appropriate sentences, and has a slow vocabulary development. Nicholas would most likely be diagnosed with which communication disorder?
- childhood-onset fluency disorder (Incorrect. This disorder is commonly understood as stuttering, where there are difficulties with the fluency and rhythm of speech, often causing the repetition of words or syllables. This disorder is a speech production disorder, and can cause many communication and socialization problems.)
- autism spectrum disorder (Incorrect. Severe impairment in his communication skills and social interaction are key features of autism spectrum disorder, which is not classified as a communication disorder.)
- social (pragmatic) communication disorder (Incorrect. Difficulties with social cues and verbal and nonverbal communications are the key features for a diagnosis of social communication disorder.)
- language disorder (Correct! Nicholas displays the main characteristics of language disorder, such as difficulties in understanding language such as words and producing speech such as forming sentences.)
A: language disorder

Q: Seven-year-old Ashton has been mispronouncing certain sounds, mixing up “ch,” “th,” and “sh.” His sound production has improved over the course of the past several months since beginning to work with a speech therapist. Ashton’s therapist is confident that he will be able to produce the correct sounds after a few years of therapy. Which of the following communication disorders is Ashton most likely diagnosed with?
- language disorder (Incorrect. Language disorder is characterized by difficulties in learning and using language, mostly with vocabulary and forming sentence structures.)
- social (pragmatic) communication disorder (Incorrect. Symptoms of this disorder include trouble with verbal and nonverbal communication that affects the development of social relationships.)
- childhood-onset fluency disorder (Incorrect. This disorder involves stuttering, or the repetition of certain sounds and syllables, rather than mixing up the sounds, which is characteristic of speech sound disorder.)
- speech sound disorder (Correct! Previously known as phonological disorder, Ashton shows problems with pronunciation and articulation of his native language, which is characteristic of speech sound disorder.)
A: speech sound disorder

Q: Challenges with social communication, both verbally and nonverbally in a child’s natural setting, affects the development of their social relationships. These children would most likely be diagnosed with which communication disorder?
- childhood-onset fluency disorder (Incorrect. This disorder involves stuttering, or the repetition of certain sounds and syllables, rather than mixing up the sounds, which is characteristic of speech sound disorder.)
- language disorder (Incorrect. Language disorder is characterized by difficulties in learning and using language, mostly with vocabulary and forming sentence structures.)
- speech sound disorder (Incorrect. This disorder is characterized by problems with articulation and pronunciation of native language and was previously known as phonological disorder.)
- social (pragmatic) communication disorder (Correct! Symptoms of this disorder include trouble with verbal and nonverbal communication, which affects the development of social relationships.)
A: social (pragmatic) communication disorder

Q: Language difficulties that create obstacles to communication or learning in daily life that are not associated with a known biomedical condition and are unlikely to resolve itself by five years old are the diagnostic criteria for which communication disorder?
- speech sound disorder (Incorrect. Speech sound disorder is diagnosed by a persistent difficulty with speech sound production that causes limitations in effective communication.)
- social (pragmatic) communication disorder (Incorrect. The diagnostic criteria for social communication disorder includes deficits in using communication for social purposes, impairment of the ability to change communication to match context of the listener, and difficulties understanding what is not explicitly stated.)
- childhood-onset fluency disorder (Incorrect. This disorder is characterized by difficulties with the fluency and rhythm of speech, which often cause the repetition of words or syllables often referred to as stuttering.)
- language disorder (Correct! The statement describes the diagnostic criteria for language disorder.)
A: language disorder

Q: What is the main difference between the diagnostic criteria of speech sound disorder and of childhood-onset fluency disorder?
- Childhood-onset fluency disorder involves issues with pronouncing and articulating the correct sounds whereas speech sound disorder involves issues with repetition of sounds and pauses with words. (Incorrect. The key difference between these two disorders is that speech sound involves issues with correct pronunciation and mixing sounds such as “ch” and “sh," and childhood-onset fluency is characterized by stuttering.)
- Speech sound disorder involves challenges with learning and using language, particularly vocabulary and grammar, whereas childhood-onset fluency disorder involves issues with the flow and rhythm of sentences. (Incorrect. Challenges with learning and using language, specifically with sentence structure and vocabulary is characteristic of language disorder, not speech sound disorder.)
- Childhood-onset fluency disorder involves difficulties with using verbal and nonverbal communication in naturalistic and social settings, whereas speech sound disorder is characterized by difficulties with the fluency and rhythm of speech. (Incorrect. Challenges using communication in natural social settings is characteristic of social communication disorder, and difficulties with fluency and rhythm of speech describes childhood-onset fluency disorder.)
- Speech sound disorder involves issues with pronouncing and articulating the correct sounds, whereas childhood-onset fluency disorder involves issues with repetition of sounds and pauses with words. (Correct! The key difference between these two disorders is that speech sound involves issues with correct pronunciation and mixing sounds such as “ch” and “sh,” and childhood-onset fluency disorder is characterized by stuttering.)
A: Speech sound disorder involves issues with pronouncing and articulating the correct sounds, whereas childhood-onset fluency disorder involves issues with repetition of sounds and pauses with words.

Q: Phonemic disorders involve trouble learning the sound system of language and failing to recognize which sound-contracts also contrast meaning. Articulation disorders are difficulties learning to physically produce the wanted sound or phoneme. These two disorders are classified as a
- language disorder. (Incorrect. Language difficulties that create obstacles to communication or learning in daily life that are not associated with a known biomedical condition.)
- childhood-onset fluency disorder. (Incorrect. Childhood-onset fluency disorder involves issues with repetition of sounds and pauses with words such as displayed by stuttering.)
- autism spectrum disorder. (Incorrect. Severe impairment in his communication skills and social interaction are key features of autism spectrum disorder, which is not classified as a communication disorder.)
- speech sound disorder. (Correct! Speech sound disorder involves issues with pronouncing and articulating the correct sounds and includes more specific phonemic and articulation disorders.)
A: speech sound disorder.

Q: Justin is seven years old and in first grade. Recently, his teacher has noticed he has serious problems relating to the other children in the class. He barely speaks and refuses to make eye contact with anyone. He often fidgets his fingers when he sits at his desk, and gets very upset whenever his teacher doesn’t follow the usual classroom schedule. She has spoken to his parents about it, and they told her that he has had trouble communicating with others since he was a toddler. His pediatrician noticed that Justin’s limited level of communication is abnormal compared to other children his age, and is most likely to diagnose him with which disorder?
- ADHD (Incorrect. Although children diagnosed with ADHD tend to have problems with their peers, this diagnosis is not the best fit for Justin. His problem is more than socialization problems; he seems to have communication problems as well.)
- dyslexia (Incorrect. Dyslexia is a specific learning disorder characterized by difficulties with letter and word switching, specifically when reading or writing.)
- conduct disorder (Incorrect. A child with conduct disorder would defy any rules or restrictions and display a pervasive pattern of behaviors that violate the rights or safety of others.)
- autism spectrum disorder (Correct! Justin displays a severe impairment in his communication skills and social interaction, which is consistent with the key features of autism spectrum disorder.)
A: autism spectrum disorder

Q: Which of the following is considered to be a biological risk factor for the development of autism spectrum disorder?
- high levels of vitamin D in early development (Incorrect. It has been hypothesized that low vitamin D levels in early development can lead to a diagnosis of autism spectrum disorder.)
- environmental factors such as genetic mutations (Incorrect. Although environmental factors can play a role in the development of autism spectrum disorder, genetic mutations would be considered a genetic or biological cause and not an environmental one.)
- genetic mutations arising from exposure to pollutants and plant emissions in early childhood development (Incorrect. Exposure to toxins and other harmful substances would be a risk factor of autism spectrum disorder, but would be an environmental cause and not a genetic one.)
- prenatal complications such as a mother using prescription drugs during pregnancy (Correct! There are several prenatal complications that can cause autism spectrum disorder such as using prescription drugs during pregnancy, maternal gestational diabetes, or maternal and paternal age is over 30 years old.)
A: prenatal complications such as a mother using prescription drugs during pregnancy

Q: Which of the following statements is true about autism spectrum disorder?
- Autism spectrum disorder is four times more common among girls than boys. (Incorrect. According to the Center for Disease Control and Prevention’s Autism and Developmental Disabilities Monitoring Network, the disorder is four times more common among boys than girls in the United States.)
- There has been a decrease in rates of autism spectrum disorder in the past few decades. (Incorrect. There has actually been an increase in the rate of autism spectrum disorder, largely due to a greater understanding, more inclusive diagnostic criteria, and advanced knowledge of the disorder.)
- A child diagnosed with autism spectrum disorder will outgrow it by adulthood. (Incorrect. Children diagnosed with autism spectrum disorder may have a lessening in the severity of their symptoms as they age, but it is unlikely that they will completely outgrow the disorder.)
- Autism spectrum disorder is four times more common among boys than girls. (Correct! According to the Center for Disease Control and Prevention’s Autism and Developmental Disabilities Monitoring Network, the disorder is four times more common among boys than girls in the United States.)
A: Autism spectrum disorder is four times more common among boys than girls.

Q: Which of the following statements regarding ADHD is true?
- There are no structural or functional differences in the brains of individuals diagnosed with ADHD and those who do not have ADHD. (Incorrect. Neuroimaging studies have found that people with ADHD may have structural differences in areas of the brain that influence self-control and attention.)
- ADHD is considered to be a childhood disorder only as it goes away after the brain reaches maturity. (Incorrect. For many of those diagnosed as children, ADHD persists into adulthood. An adult can be diagnosed with ADHD as well, but their symptoms have had to be present in childhood.)
- There is a strong association between ADHD and increased dopamine levels in the brain. (Incorrect. Associated levels of decreased dopamine have actually been found in the brains of individuals who have been diagnosed with ADHD.)
- Research has shown that dopamine deficits in the brain are correlated with ADHD. (Correct! Drugs designed to treat ADHD increase the level of dopamine activity in the brain, reflecting that individuals diagnosed with ADHD likely have lower levels of dopamine.)
A: Research has shown that dopamine deficits in the brain are correlated with ADHD.

Q: Carlos is in second grade, and his teacher has noticed that he has a hard time staying focused on assignments and tasks. He easily gets distracted by his environment, has trouble sitting still, and shows poor impulse control. Carlos’ teacher spoke with his parents and suggested that they take him to a doctor to have him assessed for which neurodevelopmental disorder?
- autism spectrum disorder (Incorrect. Autism spectrum disorder involves trouble with social interactions, repetitive behavioral patterns, and communication deficits.)
- dyslexia (Incorrect. Someone with dyslexia may have difficulties in spelling words correctly while they are writing, but dyslexia is characterized by the inability to correctly process letters and sound-letter correspondence.)
- conduct disorder (Incorrect. A child with a conduct disorder would defy any rules or restrictions and display a pervasive pattern of behaviors that violate the rights or safety of others.)
- attention-deficit/hyperactivity disorder (ADHD) (Correct! Carlos is exhibiting some of the key symptoms of ADHD, including inability to focus or sit still, poor impulse control, and distractibility.)
A: attention-deficit/hyperactivity disorder (ADHD)

Q: Blake’s parents have noticed that Blake has been having a lot of trouble completing his homework. He easily gets distracted and has trouble sitting still and focusing. He gets frustrated and tries to run away from the table before completing his work. Even though they allow him to play outside before and after, he seems to be very energetic and can’t seem to follow any instructions. Blake is most likely struggling with
- autism spectrum disorder. (Incorrect. Autism spectrum disorder involves trouble with social interactions, repetitive behavioral patterns, and communication deficits.)
- conduct disorder. (Incorrect. A child with conduct disorder would defy any rules or restrictions and display a pervasive pattern of behaviors that violate the rights or safety of others.)
- intellectual disability. (Incorrect. Blake is experiencing difficulties managing his high energy, focusing, and completing tasks. An intellectual disability is characterized by a significant limitation in general mental abilities and deficit of intellectual functioning.)
- attention-deficit/hyperactivity disorder. (Correct! Blake is exhibiting some of the key symptoms and features of ADHD including hyperactivity, inability to sit still, focus, or complete a task as well as distraction and frustration, which leads to avoidance.)
A: attention-deficit/hyperactivity disorder.

Q: James struggles to write in a way that he or others can read and has a difficult time putting his thoughts on paper. Which learning disability would James most likely be diagnosed with?
- attention-deficit hyperactivity disorder (ADHD) (Incorrect. Attention-deficit hyperactivity disorder is not a learning disability, but is often comorbid with learning disabilities, meaning that someone is likely to have both ADHD and a learning disability.)
- dyslexia (Incorrect. Someone with dyslexia may have difficulties in spelling words correctly while they are writing, but dyslexia is characterized by the inability to correctly process letters and sound-letter correspondence.)
- intellectual disability (Incorrect. Learning disabilities are not intellectual disorders. An intellectual disability is characterized by global intellectual or developmental disabilities, whereas learning disabilities do not reflect intellectual ability.)
- dysgraphia (Correct. Dysgraphia is a learning disability where the individual has extreme difficulty with writing legibly and putting their thoughts down on paper.)
A: dysgraphia

Q: Terrance is in elementary school learning to read and write. He has been having a challenging time, as he tends to switch the letters and words around in sentences, and when writing he forms some letters backwards. Which of the following learning disabilities does Terrance most likely have?
- dysgraphia (Incorrect. Although Tyler writes his name backwards, dysgraphia involves extreme difficulty in writing legibly and putting one’s thoughts down on paper. The main problem here is mixing up letters in words and sentences.)
- dysthymia (Incorrect. Dysthymia is classified as a mood disorder, not a learning disorder, in the DSM-5.)
- intellectual disability (Incorrect. Learning disabilities involve difficulties with reading, writing, and speaking, and is not a reflection of one’s intelligence. Intellectual disabilities involve developmental delays and intellectual impairment and are not considered to be learning disabilities.)
- dyslexia (Correct. Dyslexia is characterized by an inability to correctly process letters and sound-letter correspondence and is shown by Terrance’s backwards writing and letter-and-word switching.)
A: dyslexia

Q: Difficulties learning with an inadequate development of specific language, speech, and academic skills describe cognitive disorders known as
- autism spectrum disorder. (Incorrect. Autism spectrum disorder involves trouble with social interactions, repetitive behavioral patterns, and communication deficits.)
- attention-deficit/hyperactivity disorder. (Incorrect. Key features of ADHD include an inability to focus or sit still, poor impulse control, and distractibility.)
- intellectual disability. (Incorrect. Learning disabilities involve difficulties with reading, writing, and speaking and is not a reflection of one’s intelligence. Intellectual disabilities involve developmental delays and intellectual impairment and are not considered to be learning disabilities.)
- specific learning disorders. (Correct! Dyslexia, dysgraphia, and dyscalculia are learning disorders where an individual will have difficulties reading, writing, and with mathematics.)
A: specific learning disorders.

Q: Harsh and aggressive parenting, exposure to frequent domestic violence, parental substance abuse, and a home environment lacking structure and supervision can be classified as which type of risk factor for conduct disorders?
- biological (Incorrect. Biological risk factors of conduct disorders include low levels of plasma dopamine beta-hydroxylase, high testosterone levels, and other heritability factors.)
- neurological (Incorrect. Neurological causes of conduct disorders include traumatic brain injury, neurological damage, and developmental delays.)
- psychodynamic (Incorrect. Any psychodynamic influence would be one that is rooted deep within the psyche and would be due to early childhood trauma or repressed urges and desires.)
- environmental (Correct! Parents and the family dynamic play a key role in a child’s life, and the home environment if unsafe and hostile can influence a child negatively and aid in their development of a conduct disorder.)
A: environmental

Q: Javier has been getting in trouble in school lately for bullying and physically assaulting other students. His principal has spoken to him several times, but he doesn’t seem to care about getting in trouble as he doesn’t believe the rules apply to him. He doesn’t feel bad for hurting others and has also stolen and destroyed things in his school. Which of the following disorders would Javier most likely be diagnosed with?
- autism spectrum disorder (Incorrect. Autism spectrum disorders are characterized by social detachment, communication deficits, and rigid, patterned behaviors.)
- childhood aggression disorder (Incorrect. Childhood aggression disorder is not a disorder identified in the DSM-5 or in any psychological or therapeutic manual.)
- oppositional defiant disorder (Incorrect. Although similar to conduct disorder, an individual with oppositional defiant disorder would not engage in acts of aggression towards others or destroy property.)
- conduct disorder (Correct! Conduct disorder is characterized by aggression towards other people or animals, destruction of property, serious violation of the rules, and deceitfulness or theft. Javier displays many of these key characteristics.)
A: conduct disorder

Q: Which of the following statements best describes the characteristics of an individual diagnosed with conduct disorder?
- Eight-year-old Jasmine has trouble focusing, sitting still, and completing assignments, often expressing frustration and avoidance of her homework. (Incorrect. This description would most closely reflect a diagnosis of attention-deficit/hyperactivity disorder.)
- Four-year-old Christopher has not begun to speak yet and has trouble engaging with his environment and interacting with others. (Incorrect. Christopher’s characteristics best reflect that of autism spectrum disorder, or intellectual disability, although more symptoms must be known before a diagnosis could be concluded.)
- 15-year old-Shanta has trouble completing her school assignments, as the words on the pages jump around as she reads, and she has difficulty writing. (Incorrect. Shanta would likely be diagnosed with a learning disorder such as dyslexia, as she has trouble reading and writing.)
- 11-year-old Kevin was caught at school burning textbooks and physically assaulting another student who tried to stop him. (Correct! Conduct disorder is characterized by aggression towards other people or animals, destruction of property, serious violation of the rules, and deceitfulness or theft.)
A: 11-year-old Kevin was caught at school burning textbooks and physically assaulting another student who tried to stop him.

Q: Topher is eight years old and has a tendency to be disruptive at school and at home. He does not follow rules or like to be told what to do. He is very assertive and confident in his behaviors, although he does not hurt or violate others. Topher’s difficulties with accepting authority figures and fostering positive relationships with them reflects characteristics of which disorder?
- attention-deficit/hyperactivity disorder (Incorrect. ADHD is characterized by an inability to focus on and complete tasks; high energy; and behaviors such as yelling out, fidgeting, and getting visibly frustrated.)
- conduct disorder (Incorrect. Individuals diagnosed with conduct disorder will violate the rights of others and tend to cause harm or manipulation to others without feeling guilty or a sense of remorse.)
- specific learning disorder (Specific learning disorders are characterized by difficulties reading, writing, or with mathematics.)
- oppositional defiant disorder (Correct! Individuals diagnosed with oppositional defiant disorder will have trouble following the rules and listening to authority figures at school and at home, but will not harm, deceive, or violate the rights of others.)
A: oppositional defiant disorder

Q: Which of the following statements is true about oppositional defiant disorder (ODD)?
- ODD is a disorder that develops solely based on environmental factors, as there is no genetic or biological component to ODD. (Incorrect. Both environmental and genetic factors play a role in the development of ODD, some of which include heritability, which has been shown through research studies that use twins to examine differences and similarities in behaviors.)
- Children who develop ODD do so because of genetics and individual biological makeup. They are not affected by their environment, such as parenting styles or socioeconomic status. (Incorrect. Both environmental and genetic factors play a role in the development of ODD, which include environmental factors such as parent-child attachment style and family history of substance abuse or mental illness.)
- Individuals diagnosed with ODD are in complete control of their behaviors and acts the way they do because they like the attention they receive and enjoy defying others. (Incorrect. Children diagnosed with ODD have trouble controlling their emotions and behaviors, as well as struggle with cognitive distortions and impaired cognition.)
- Brain imaging studies suggest that the brains of children with ODD have differences in the areas of the brain responsible for reasoning, judgement, and impulse control. (Correct! Neuroimaging studies have also identified structural and functional brain abnormalities in several brain regions in youths with conduct disorders including the amygdala and prefrontal cortex.)
A: Brain imaging studies suggest that the brains of children with ODD have differences in the areas of the brain responsible for reasoning, judgement, and impulse control.

Q: The management of ODD involves a multidisciplinary strategy and incorporation of several different therapeutic treatments. Which of the following treatment approaches has been proven by randomized trials to be the most effective?
- pharmaceutical drugs (Incorrect. Psychopharmacological treatment includes prescribing mood stabilizers, anti-psychotics, and stimulants; however, the effectiveness of drug treatment has not been well established and there are many possible negative side-effects of the medications.)
- individual interventions (Incorrect. These types of interventions focus on a specific plan for the child and include anger control, assertiveness training, and developing self-monitoring skills. Although a helpful component, since the disorder has a major social or interpersonal component to it, family therapy is most helpful to foster appropriate behaviors and a response to their training.)
- group psychotherapy sessions (Incorrect. Typically, the individual will receive individualized treatment and will not be in a treatment group or session with other individuals who have the same or similar diagnoses.)
- parent training and family treatment (Correct! This form of therapy is proven to be most effective and have a strong influence on behavior over a long period of time and across various environments, such as at home and at school.)
A: parent training and family treatment

Q: Rafi is six years old and has been experiencing involuntary repetitive behaviors for over a year now. At first, he would blink his eyes rapidly and snap his fingers every few seconds, but now he also clears his throat by coughing or grunting. Rafi has never been on any medications and does not have any other medical condition. Rafi is most likely diagnosed with
- provisional tic disorder. (Incorrect. Although the symptoms are the same, in order for a diagnosis of provisional tic disorder, one or more motor tics or vocal tics (or both) have to have been present for no longer than 12 months. Rafi has been experiencing his symptoms for over a year.)
- stereotypic movement disorder. (Incorrect. Stereotypic movement disorder is diagnosed when repetitive, nonfunctional motor behaviors are present and they interfere with normal activities or result in bodily injury.)
- developmental coordination disorder. (Incorrect. This disorder is diagnosed by the presence of a significant deficit of motor coordination that interferes with daily functioning even though the child’s intelligence is at a normal level for their age.)
- Tourette’s syndrome. (Correct! Tourette’s syndrome involves involuntary motor tics and vocal tics, beginning before the age of 18 and lasting for at least a year.)
A: Tourette’s syndrome.

Q: The diagnosis of stereotypic movement disorder includes
- the presence of two or more vocal tics for more than a year. (This would meet the criteria for tic disorders, including Tourette’s syndrome, if there were also at least one vocal tic.)
- one or more motor tics or vocal tics, but not both of them. (This meets the criteria for a diagnosis of persistent motor or vocal tic disorder.)
- the onset of involuntary motor and movement disorders after being placed on a new medication or suffering a traumatic brain injury. (In order for any motor disorder to be diagnosed, the doctor or examiner must first rule out any symptoms due to a traumatic brain injury or the use of drugs and medications.)
- repetitive, nonfunctional motor behaviors that interferes with daily activities or results in bodily injury. (Correct. Stereotypic movement disorder is a childhood onset disorder characterized by repetitive movements that do not serve any functional purpose.)
A: repetitive, nonfunctional motor behaviors that interferes with daily activities or results in bodily injury.

Q: Both persistent motor or vocal tic disorder and provisional tic disorder are characterized by either one or more vocal tics OR one or more motor tics, such as
- humming, clearing the throat, or yelling out words and phrases. (Incorrect. These are examples of vocal tics.)
- biting, shaking the head, or coughing. (Incorrect. These are not all examples of motor tics.)
- head banging, arm-waving, rocking, self-hitting, and skin-picking. (Incorrect. These are examples of behaviors characteristic of stereotypic movement disorder.)
- blinking, shrugging shoulders, or lip-biting. (Correct! These disorders are characterized by one or more motor tics (for example, blinking or shrugging the shoulders) or vocal tics (for example, humming, clearing the throat, or yelling out a word or phrase), but not both.)
A: blinking, shrugging shoulders, or lip-biting.

Q: Jenny is seven years old and has little control over her bladder. She has wet herself both at school and at night while she’s sleeping several times a week for several weeks now. She is beyond the normal age for being able to attain bladder control and has no other physical or medical conditions. Jenny would be diagnosed with
- encopresis. (Incorrect. Encopresis is diagnosed if a child is at least four years old and has repeated occasions of soiling themself in inappropriate places either voluntarily or unintentionally.)
- conduct disorder. (Incorrect. A child with conduct disorder would defy any rules or restrictions and display a pervasive pattern of behaviors that violate the rights or safety of others.)
- Tourette’s syndrome. (Incorrect. Tourette’s syndrome involves involuntary motor tics and vocal tics, beginning before the age of 18 and lasting for at least a year.)
- enuresis. (Correct! Enuresis is diagnosed when a child is at least five years old and experiences repeated bed or clothing wetting that occurs twice a week for at least three consecutive weeks.)
A: enuresis.

Q: The inability to attain control over bowel movements after the age of four that is not due to another medical condition or physical disorder is known as
- enuresis. (Incorrect! Enuresis is diagnosed when a child is at least five years old and experiences repeated bed or clothing wetting that occurs twice a week for at least three consecutive weeks.)
- conduct disorder. (Incorrect. A child with conduct disorder would defy any rules or restrictions and display a pervasive pattern of behaviors that violate the rights or safety of others.)
- Tourette’s syndrome (Incorrect. Tourette’s syndrome involves involuntary motor tics and vocal tics, beginning before the age of 18 and lasting for at least a year.)
- encopresis. (Correct! Encopresis is diagnosed if a child is at least four years old and has repeated occasions of soiling themself in inappropriate places either voluntarily or unintentionally.)
A: encopresis.

Q: Which of the following treatments is effective and recommended for children suffering with enuresis or encopresis?
- individualized applied behavior analysis (ABA) (Incorrect. Applied behavior analysis (ABA) therapy is typically used for children diagnosed with autism spectrum disorders to help teach them independent living skills and appropriate behavioral responses.)
- group therapy sessions (Incorrect. Children suffering with an elimination disorder need individualized treatment, and a group therapy session will not be effective in treating their problem.)
- pharmaceutical medications (Incorrect. Medications will not help the child learn to gain control over their bladder and bodily excretions. Behavioral and cognitive therapy is going to be more effective as a treatment than putting them on a drug will be.)
- behavior-modifying therapies such as a urine alarm (Correct! This behavioral treatment helps to wake the child as soon as they begin to wet the bed and works to try to have the child learn when they are about to urinate so they can wake up before doing so.)
A: behavior-modifying therapies such as a urine alarm

Q: “Nurture has a greater influence on determining the potential outcomes of one’s life. Ideals such as unconditional positive regard can play a big role in healthy development, and events such as abuse and neglect can lead to mental health issues and emotional concerns.”

Which psychological perspective does this statement reflect?
- biological (Incorrect. The biological perspective states that our nature (biology and genetics) determine who someone is and the choices they make, and the environment has little to no influence on our psychological states.)
- psychodynamic (Incorrect. The psychodynamic perspective suggests that one’s personality, thoughts, feelings, and behaviors stem from unconscious urges and desires, as well as the influence of early childhood experiences.)
- cognitive (Incorrect. The cognitive perspective focuses on the influence of mental processes and thoughts on a person’s personality, state of being, and way of interacting with the world.)
- humanistic (Correct! The humanistic perspective rejects the idea of biological determinism and states that one’s environment and other aspects of nurture have the greatest influence on one’s life choices and behaviors.)
A: humanistic

Q: Which of the following statements is true about childhood psychological disorders?
- Disorders such as autism spectrum disorder develops due to environmental factors only, as there is no genetic or biological influence. (Incorrect. Most, but not all, childhood disorders develop due to an interaction between their unique biology and the environment in which they are growing up in.)
- Childhood disorders develop independent of culture and society and are universally understood and diagnosed. (Incorrect. Culture and societal norms play a role in the perception and diagnosis of childhood disorders. In some countries or cultures, a behavior may be seen as normal or adaptive whereas in others it is considered abnormal and maladaptive.)
- The cognitive perspective focuses on how a child learns from their different environment and the influence of observational learning and conditioning on one’s behavior and choices. (Incorrect. This description would accurately describe the behavioral perspective of the development of a childhood disorder.)
- Some disorders such as Down syndrome and fragile X syndrome can be explained entirely by biological factors. (Correct! Learning disabilities caused by Down syndrome and fragile X syndrome are able to be entirely explained by biological and genetic factors. A child is born with this disorder; it does not develop due to environmental or other nurture influences.)
A: Some disorders such as Down syndrome and fragile X syndrome can be explained entirely by biological factors.

Q: Both nature and nurture play a role in the development of most childhood disorders. Which of the following perspectives does not focus on the influence of nurture?
- humanistic (Incorrect. The humanistic perspective rejects the idea that biology determines mental health status and suggests that nurture and the environment has more of an influence on an individual’s development and life choices.)
- behavioral (Incorrect. The behavioral or learning perspective focuses on the way children learn in different environments and how their behaviors are reinforced or reprimanded. This is a nurture perspective and the focus is not on any genetic or hereditary traits.)
- cognitive (Incorrect. The cognitive perspective focuses on how thoughts and mental processes affect behaviors and emotions, and is primarily a nurture perspective.)
- biological (Correct! The biological perspective focuses on the nature aspect of childhood disorders and states that a child develops a disorder due to heritability and their genetics.)
A: biological

Q: Applied behavior analysis (ABA) therapy is a learning-based, behavioral approach that is effective in helping develop appropriate social behaviors and language skills in children with which neurodevelopmental disorder?
- intellectual disability (Incorrect. Intellectual disability is best treated by educational services and family treatment programs aimed to meet a child where they are at with their abilities and help educate and include their caregivers.)
- attention-deficit/hyperactivity disorder (ADHD) (Incorrect. ADHD is best treated by a combination of medications, lifestyle changes, and individual counseling.)
- communication disorders (Incorrect. Children with communication disorders are best treated by a speech and language therapist and other practitioners who help stimulate learning language and can include language therapy, special educational classes, and a psychologist.)
- autism spectrum disorder (Correct! ABA therapy helps children with autism learn independent living skills such as brushing their teeth and making their bed, and is also effective in helping them develop adaptive social and language behaviors such as holding a conversation.)
A: autism spectrum disorder

Q: Jackson has trouble focusing at school and is always fidgeting and moving about at his desk. He calls out in class and has a tendency to get agitated and frustrated quickly. He enjoys recess, as he is able to run around freely and release all his energy. The best treatment recommendation for Jackson, based on his symptoms and probable diagnosis, would be
- retention control training. (Incorrect. Retention control training is used to treat elimination disorders and involves encouraging a child to postpone urination for as long as possible in order to increase bladder capacity.)
- speech therapy and communication skills training. (Incorrect. These forms of therapy would be effective in treating communication disorders, language disorders, and other disorders such as autism spectrum disorder.)
- special education and classroom accommodations in order to foster optimal learning. (Incorrect. Educational services and school accommodations would best treat learning disorders as they target meeting a child where they are and helping them learn in a way that they will best succeed.)
- a combination of medications and psychological therapy such as cognitive-behavioral therapy. (Correct! Based on his symptoms, Jackson would likely be diagnosed with ADHD, which is best treated by a combination of lifestyle changes, pharmaceutical medications, and behavioral training.)
A: a combination of medications and psychological therapy such as cognitive-behavioral therapy.

Q: Treatment that involves speech pathologists and special educational classes for children at school would be best used to help a child diagnosed with
- autism spectrum disorder. (Incorrect. Autism spectrum disorder is best treated with applied behavior analysis, as well as family educational training and interventions.)
- a motor disorder. (Incorrect. Motor disorders are often treated with a combination of approaches including family education and behavioral therapies such as habit reversal training (HRT) and exposure and response prevention.)
- an intellectual disability. (Incorrect. The most effective treatment for intellectual disability is early interventions that include participation from caregivers and community members and focuses on psychosocial, behavioral, and cognitive-behavioral treatments.)
- a communication disorder. (Correct! Communication disorders are best treated by a language therapist who uses a wide range of techniques to stimulate language learning and special educational classes that focus on individual learning needs of a child.)
A: a communication disorder.

Q: Angelo is a 14-year-old boy who has been experiencing unwanted involuntary behaviors. He uncontrollably blinks his eyes, tilts his neck, clears his throat, and wiggles his fingers. Some of these symptoms have been present since he was a child, but have increased in frequency and severity with age. Angelo is embarrassed by his behaviors and experiences significant distress and anxiety about being negatively judged and made fun of. Which disorder would Angelo most likely be diagnosed with?
- conduct disorder (Incorrect. A child with a conduct disorder would defy any rules or restrictions and display a pervasive pattern of behaviors that violate the rights or safety of others.)
- attention/deficit-hyperactivity disorder (ADHD) (Incorrect. ADHD involves the inability to focus or sit still, poor impulse control, and distractibility. Although Angelo wiggles his fingers, he experiences other symptoms more closely aligned with a motor disorder.)
- provisional tic disorder (Incorrect. This disorder is diagnosed when symptoms have been present for less than a year, and typically resolve on their own.)
- Tourette’s syndrome (Correct! Tourette’s syndrome involves involuntary motor tics and vocal tics beginning before the age of 18 and lasting for at least a year.)
A: Tourette’s syndrome

Q: Ben is in the ninth grade and has recently been brought in for a psychological assessment and diagnostic evaluation of his behavioral issues. He gets in trouble both at home and at school, as he refuses to listen to the rules and to respect his authority figures. When interacting with his peers, he tends to be a bully, often acting in aggressive, dangerous, and harmful ways. He doesn’t feel bad about his actions and continues to refuse to respect boundaries and rules. Ben is likely to be diagnosed with a/an
- autism spectrum disorder. (Incorrect. Autism spectrum disorder involves trouble with social interactions, repetitive behavioral patterns, and communication deficits.)
- social communication disorder. (Incorrect. This disorder is characterized by difficulties in the social use of communication both verbally and nonverbally that affects the development of social relationships.)
- oppositional defiant disorder. (Incorrect. Ben displays acts of aggression and violence that individuals diagnosed with oppositional defiant disorder would not show patterns of.)
- conduct disorder. (Correct! Ben displays some of the key features of conduct disorder, including disrespecting rules and disregarding the rights and safety of others.)
A: conduct disorder.

Q: Kendra has trouble making friends at school. It’s not that she doesn’t want any, but she has difficulties with expressing her thoughts through verbal speech. She tends to repeat the beginning of most words and pause between words for extended periods of time. This causes her to stutter and take longer to say what she wants to say. This causes the other kids at school to lose patience and avoid trying to talk with her. Kendra is likely suffering from
- intellectual disability. (Incorrect. Significant cognitive delays, deficits in adaptive functioning, and difficulties with personal independence and responsibility are features of intellectual disability.)
- language disorder. (Incorrect. Language disorder involves difficulties in learning and using language, specifically with vocabulary, grammar, and forming sentences.)
- specific learning disorder. (Incorrect. Learning disorders are characterized by inadequate development of specific academics and language and speech skills and include difficulties in reading (dyslexia), mathematics (dyscalculia), and writing (dysgraphia).)
- childhood-onset fluency disorder. (Correct! Kendra is displaying the key features of this disorder, which involve difficulties with the fluency and rhythm of speech that cause stuttering and difficulties communicating.)
A: childhood-onset fluency disorder.