Abnormal Child and Adolescent Psychology 8th Edition by Wicks-Nelson - Test Bank

Abnormal Child and Adolescent Psychology 8th Edition by Wicks-Nelson – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

CHAPTER 5

CLASSIFICATION, ASSESSMENT,
AND TREATMENT

 

TRUE OR FALSE

1. The agreement by a group of experts that certain characteristics or symptoms occur together is the basis for clinically derived classification systems.

 

2. The formal classification of children’s disorders has a long history. It dates back to the inclusion of numerous categories of childhood disorders in Kraepelin’s original taxonomy.

 

3. The clinicians at a particular agency find a certain diagnostic system easy to use with the clients. Diagnoses are also available for all the cases they see. This suggests that the diagnostic system has good clinical utility.

 

4. An indication of the validity of a diagnostic system is whether or not it provides information we did not have when we defined a category.

 

5. The DSM-IV utilizes a dimensional approach to classification.

 

6. A clinician using the DSM selects from among diagnoses included on two axes and evaluates the youngster on three additional axes.

 

7. It is unusual for a child to have more than one DSM-IV-TR diagnosis.

 

8. There is controversy regarding the categorical nature of the DSM-IV-TR.

 

9. Cross cutting is used to assess areas of clinical importance that are not necessarily part of the diagnostic criteria of the client’s particular diagnosis.

 

10. The empirical approach to classification uses a panel of clinical experts to determine clusters of behavior.

 

11. Normative data for the Child Behavior Checklist (CBCL), the Teacher Report Form (TRF), and the Youth Self Report (YSR) can compare a child’s scores with a nonreferred youngster’s score.

 

12. Kateri often complains of headaches and stomachaches. She is also characteristically shy and fearful in most situations. She could be described as displaying an internalizing syndrome.

 

13. Kyle gets in fights and is often mean to others. He appears to lack guilt and has aggressive friends. He could be described as displaying an internalizing syndrome.

 

14. Labeling can lead to stigmatization and social difficulties.

 

15. On the Child Behavior Checklist, the average correlation between teacher and parent ratings on the same child is .35.

 

16. Based on the case study of Alicia reported in the textbook, assessments are useful only for discovering weaknesses or problems.

 

17. In the assessment of a child who is referred to a clinic, it is best to rely on information from one source so as not to get conflicting information.

 

18. Clinicians rarely interview very young children because children are unable to provide valuable information.

 

19. The first step in any behavioral observation system involves explicitly pinpointing and defining behaviors.

 

20. The concept upon which projective tests are based derives from the social learning notion that children learn to project their impulses.

 

21. A child with an IQ of 100 on a standard test of intelligence would probably be considered of average intelligence.

 

22. Developmental scales like the Bayley Scales of Infant Development are insightful because they are highly correlated with later intellectual functioning.

 

23. Evaluation of heart rate, muscle tension, and respiration rates are examples of psychophysiological assessments.

 

24. In neuropsychological assessment no direct examination of physiological functioning is made. Rather, possible neurological deficits are inferred from performance on various tasks.

 

25. Intervention includes prevention and treatment.

 

26. Universal prevention strategies are targeted to high risk individuals who show minimal symptoms.

 

27. Treatment often involves not only the child but also family members, peers, and school personnel.

 

28. Melanie Klein’s approach is the dominant view in play therapy.

 

29. Cherise has just been diagnosed with an eating disorder. It is unlikely that her family will be involved in her treatment.

 

30. In working with a youngster, a therapist is likely to rely on a single mode of treatment.

 

31. Psychotropic drugs produce therapeutic effects by their influence on the process of neurotransmission.

 

 

 

 

 

MULTIPLE CHOICE

32. By the terms classification and _______ we mean delineating major categories or dimensions of behavior disorders for either scientific or clinical purposes.

 

1. taxonomy                                       c.   validity
2. assessment                                     d.   tomography

 

33. In considering systems of classification, the terms category and dimension are distinguished by

 

1. a category is continuous whereas a dimension is a discrete grouping.
2. a dimension is continuous whereas a category is a discrete grouping.
3. categories are for scientific classification whereas dimensions are for clinical classification.
4. dimensions are for scientific classification whereas categories are for clinical classification.

 

34. After assessing Billy, three different clinicians all agree on his diagnosis. This suggests that the diagnostic system the clinicians used has good

 

1. etiological validity.                         c.   interrater reliability.
2. predictive validity.                          d.   test-retest reliability.

 

35. A measure of the stability of a diagnosis over time is called

 

1. concurrent validity.                         c.   interrater reliability.
2. predictive validity.                          d.   test-retest reliability.

 

36. The ____________ of a classification system is judged by how complete and useful it is.

 

1. reliability
2. taxonomy
3. validity
4. clinical utility

 

37. A categorical approach to classification assumes that the difference between normal and pathological is

 

1. one of kind rather than degree and that distinctions are made between quantitatively different types of disorders.
2. one of kind rather than degree and that distinctions are made between qualitatively different types of disorders.
3. one of degree rather than kind and that distinctions are made between quantitatively different types of disorders.
4. one of degree rather than kind and that distinctions are made between qualitatively different types of disorders.

 

38. Which axis is used to note psychosocial and environmental problems when diagnosing using the DSM system?

 

1. Axis I
2.    Axis II
3. Axis III
4. Axis IV

 

39. Which of the following diagnoses would be placed on Axis II?

 

1. Intellectual disability
2. Depression
3. Autism
4. Attention deficit hyperactivity disorder

 

40. In the case study of Kevin in the textbook, where was Attention Deficit Hyperactivity Disorder listed ?

 

1. Axis I
2. Axis II
3. Axis III
4. Axis IV

 

41. If an individual is given a global assessment of functioning score of 30, which of the following is likely true?

 

1. The individual is exhibiting superior functioning.
2. The individual has some impairment in almost all areas.
3. The individual has generally good functioning with difficulty in only a couple of areas.
4. The individual is uncooperative and functioning cannot be determined.

 

42. The term comorbidity refers to

 

1. a child meeting the criteria for more than one disorder.
2. two children in a family having the same disorder.
3. a child and parent having the same disorder.
4. two disorders having some of the same cause.

 

43. Comorbidity or co-occurrence of disorders in children and adolescents is

 

1. quite common.
2. very rare.
3. not possible using the DSM system.
4. common for females but not for males.

 

44. Which of the following has been expressed as a concern regarding the DSM classification system?

 

1. There are not enough diagnoses to adequately assess children.
2. The emphasis on validity and reliability has been detrimental.
3. The cultural context has been overemphasized.
4. The classification system used by the DSM can be misleading.

 

45. ________________ refers to groups of disorders that are thought to share certain psychological and biological qualities.

 

1. Dimension
2. Classification
3. Spectrum
4. Syndrome

 

46. A ________________ describes behaviors that tend to occur together.

 

1. diagnosis
2. syndrome
3. dimension
4. spectrum

 

47. Two broad syndromes of childhood disorders (referred to as X and Y) have been identified by empirical approaches. Which pairs of terms have been employed to label these two broad syndromes?

 

1. X: internalizing or overcontrolled versus Y: externalizing or conduct disorder
2. X: internalizing or undercontrolled versus Y: externalizing or conduct disorder
3. X: undercontrolled or anxiety-withdrawal versus Y: overcontrolled or internalizing
4. X: internalizing or anxiety-withdrawal versus Y: overcontrolled or conduct disorder

 

 

48. Which of the following is one of the narrowband syndromes identified for the Child Behavior Checklist (CBCL)?

 

1. Assertive                                        c.   Phobias
2. Thought problems                           d.   Suicidal

 

49. Which of the following statements is accurate regarding empirical approaches to classification?

 

1. Norms do not exist for different age and gender groups.
2. Agreement between different kinds of raters (e.g., teachers and parents) on a child’s scores is very high.
3. The validity of the broad-band distinctions is questionable since different broad-band syndromes emerge when different types of people complete the instruments.
4. The finding that scores from clinic samples differ from nonclinic samples supports the validity of this approach.

 

50. Which of the following statements regarding diagnostic labels is part of the concern with the impact of such labeling?

 

1. Diagnostic labels have a social impact as well as a clinical and scientific purpose.
2. Diagnostic labels do not influence observer expectations regarding the child who is labeled.
3. Diagnostic labels do not help to provide adults with an explanation or understanding of the child’s behavior.
4. Diagnostic labels do not lead to generalizations about the characteristics of all children receiving a particular label.

 

51. According to the textbook, stigmatization has three components. These include:

 

1. branding, dismissing, and rejecting
2. suspending, suspicion, and social isolation
3. deducing, compiling, and illusion
4. stereotyping, devaluing, and discriminating

 

52. _______________ relies on empirical evidence and theory to guide an evaluation and selected instruments.

 

1. Classification approach assessment
2. Multidimensional assessment
3. Evidence based assessment
4. Judgment based assessment

 

53. The most common form of assessment is

 

1. the projective test.
2. the general clinical interview.
3. the structured interview.
4. structured observations.

 

54. Structured interviews have been developed to

 

1. create more open-ended interviews.
2. create more reliable interviews.
3. avoid diagnoses such as DSM-IV.
4. be useful for individuals rather than for large populations.

 

55. The Diagnostic Interview for Children and the Schedule for Affective Disorders and Schizophrenia for School-Aged Children are examples of

 

1. schedules of how to time assessments for children.
2. schedules of when in the therapeutic process the young child should be seen.
3. general clinical interviews.
4. structured interviews.

 

56. The greatest impediment to the utility of direct observational assessment is probably

 

1. reactivity.                                       c.   observer bias.
2. test-retest reliability.                       d.   interrater reliability.

 

57. Which of the following is an example of a projective test?

 

1. Rorschach                                      c.   Child Behavior Checklist
2. Stanford Binet                                d.   Bayley Scales

 

58. In projective tests the term “projective” refers to the fact that

 

1. the test is trying to project into the future.
2. the test is looking for positive attributes in the child.
3. the test is derived from ideas related to a particular psychoanalytic defense mechanism.
4. the test makes use of visual aids (e.g., slides) that the child is asked to respond to.

 

59. The Stanford-Binet, the Wechsler tests, and the Kaufman Assessment Battery for Children are all examples of

 

1. group administered intelligence tests.
2. individually administered intelligence tests.
3. achievement tests.
4. neuropsychological tests.

 

60. Developmental scales emphasize

 

1. language and communication.
2. sensorimotor and simple social skills.
3. abstract reasoning abilities.
4. number and relational concepts.

 

61. Which of the following is an example of an academic achievement test?

 

1. Stanford Binet
2. The Wechsler scales
3. Roberts Apperception Test for Children
4. Iowa Test of Basic Skills

 

62. _________________ examine the rate of activity of different parts of the brain by assessing the use of oxygen and glucose.

 

1. MRI methods
2. Electroencephalographs
3. PET scans
4. CAT scans

 

63. Which of the following is likely to be employed as part of a neuropsychological assessment?

 

1. the Halstead-Reitan
2. the Rorschach
3. Bellak’s CAT
4. PET scan

 

64. Which of the following statements regarding direct neurological assessment and neuropsychological assessment is correct?

 

1. Neurological assessment indirectly evaluates neurological functioning, whereas neuropsychological assessment directly evaluates it.
2. Neurological assessment directly evaluates neurological functioning, whereas neuropsychological assessment indirectly evaluates it.
3. Neuropsychological assessment would not be used to differentiate learning disabled youngsters from normal learners.
4. The use of neurological assessment with children has decreased with the development of the computer.

 

65. ___________ refers to interventions targeting individuals who are not yet experiencing symptoms of a disorder.

 

1. Indirect assessment
2. Prevention
3. Treatment
4. Evaluation

 

66. Which of the following is described as a “nipping in the bud” strategy in the textbook?

 

1. Primary prevention
2. Secondary prevention
3. Tertiary prevention
4. Universal prevention

 

67. Play therapy

 

1. is most likely to be used with children in the upper elementary school grades or older who are able to play the role of another person.
2. often uses play as a way to adapt more verbal psychotherapeutic approaches to children in order to facilitate communication.
3. is used primarily with children who experience play difficulties with their peers.
4. is used to allow treatment to approximate the mother-child relationship.

 

68. Which of the following used play as the basis for psychoanalytic interpretation (e.g., a child opening a purse during play represents a desire to explore the womb)?

 

1. Melanie Klein                                 c.   Grace Fernald
2. Anna Freud                                    d.   Virginia Axline

 

69. The term psychopharmacological treatment refers to

 

1. medications used to treat psychosis.
2. treatments used to treat drug-induced psychosis.
3. medications that are thought to affect mood, thought, or behavior.
4. treatment of psychologically based substance abuse.

 

70. Which of the following is true regarding the pharmacological treatment of children?

 

1. Research indicates a higher usage of medications for African American and Latino children.
2. The rate of medication usage in children and adolescents has decreased.
3. Medications are rarely prescribed for children until they are proven to be safe and useful.
4. High income and private insurance are associated with a greater likelihood of medication use.

 

71. The term empirically supported treatments refers to

 

1. treatments that are paid for by research funds.
2. treatments for which there is adequate research support regarding effectiveness.
3. treatments that are used to collect research data.
4. treatments based on a particular theoretical position.

 

 

 

Brief Essay Questions

72. Define these terms: classification, taxonomy, diagnosis, and assessment. How are these concepts related?

 

73. Explain the concepts of interrater reliability, test retest reliability, and validity in regard to classification.

 

74. Briefly define what is meant by the term comorbidity and describe two different reasons that this phenomenon might occur.

 

75. Describe the concerns that exist regarding DSM classification systems.

 

76. What are the two broad-band syndromes identified by empirical approaches to classification? Briefly describe the kinds of behaviors characteristic of each.

 

77. The correlations of Achenbach scores obtained from different informants (regarding the same youngster) can be calculated. Describe two things, beyond issues of the reliability of the instruments, that may impact interrater reliability.

 

78. Discuss the pros and cons of labeling.

 

79. What are the differences between structured and unstructured clinical interviews?

 

80. Describe the issue of reactivity with respect to behavioral observation. Briefly report on two procedures that might be employed to reduce reactivity.

 

81. Review the pros and cons of including tests of intellectual functioning in clinical assessments.

 

82. Describe the domains and assessment methods used in neurological assessment.

 

83. Describe the Weisz, Sandler, Durlak & Anton (2005) model of intervention.

 

84. Discuss the concerns and benefits regarding prevention.

 

85. Describe the Institute of Medicine’s tripartite model of prevention. Create an example of each strategy.

 

86. Briefly describe three reasons why one might employ a group rather than individual mode of treatment.

 

87. Briefly describe three different modes of treatment employed to address the behavior disorders of children and/or adolescents.

 

88. Briefly describe three ways in which pharmacological treatments might affect neurotransmission.

 

89. List and describe the types of interventions typically involved in parent training.

 

90. List 4 of the 8 alternative strategies for providing treatment content to youth and families reported by Weisz & Kazdin (2010).

 

91. According to the Society of Clinical Psychology, what are the criteria for considering a treatment to be evidence based?

 

 

 

ANSWER KEY

 

1. T,   p. 84, factual
2. F,   p. 84-85, factual
3. T,   p. 84, factual
4. T,   p. 84, conceptual
5. F,   p. 84, factual
6. T,   pp. 85-86 (Table 5.1), factual
7. F,   pp. 86-87, factual
8. T,   p. 88, factual
9. T,   p. 89, conceptual
10. F, p. 89, conceptual
11. T, pp. 90-91, factual
12. T, p. 90 (Table 5.2), applied
13. F, p. 90 (Table 5.2), applied
14. T, p. 90, factual
15. T. p. 91, factual
16. F, p. 93 (Accent), applied
17. F, pp. 93 & 94, conceptual
18. F, p. 94, factual
19. T, p. 96, factual
20. F, p. 97, factual
21. T, p. 98, factual
22. F, p. 98, factual
23. T, pp. 98-99, factual
24. T, p. 100, conceptual
25. T,   p. 100, factual
26. F,   p. 102, factual
27. T, p. 103, factual
28. F, p. 104, applied
29. F, p. 104, applied
30. F, p. 105, factual
31. T, p. 106, factual
32. A, p. 83, factual
33. B, p. 84, conceptual
34. C, p. 84, applied
35. D, p. 84, factual
36. D, p. 84, conceptual
37. B, p. 84, conceptual
38. D, p. 85 (Table 5.1) factual
39. A,  p. 85 (Table 5.1), factual
40. A,  p. 85 (Kevin case study), applied
41. B, p. 86, applied
42. A, p. 86, factual
43. A, p. 86-87 (Accent), factual
44. D, pp. 86-88, conceptual
45. C, p. 89 (Accent), factual
46. B, p. 89, factual
47. A, pp. 89-90, conceptual
48. B, p. 90 (Table 5.2), factual
49. D, p. 90-91, conceptual
50. A, pp. 91-93, conceptual
51. D, p. 92 (Accent), factual
52. C, p. 94, conceptual
53. B, p. 94, factual
54. B, p. 94, factual
55. D, pp. 94-95, applied
56. A, p. 96, factual
57. A, p. 97, factual
58. C, p. 97, conceptual
59. B, p. 98, factual
60. B, p. 98, conceptual
61. D, p. 98, factual
62. C, pp. 99-100, factual
63. A, p. 100, conceptual
64. B, pp. 99-100, conceptual
65. B,   p. 100, factual
66. B,   p. 102, factual
67. B, p. 104, factual
68. A, p. 104, applied
69. C, p. 105, factual
70. D, p. 105, factual
71. B, p. 106, factual
72. p. 84, conceptual
73. p. 84, conceptual
74. p. 86, conceptual
75. pp. 86-89, conceptual
76. pp. 89-90 (Table 5.2), conceptual
77. p. 91, conceptual
78. pp. 91-93, conceptual
79. pp. 94-95, conceptual
80. p. 96, conceptual
81. pp. 97-98, conceptual
82. p. 100 (Table 5.3), conceptual
83. pp. 100-101 (Figure 5.3), conceptual
84. p. 102, conceptual
85. pp. 102-103, applied
86. pp. 103-104, factual
87. pp. 103-106, conceptual
88. p. 106, factual
89. p. 105, factual
90. p. 106 (Table 5.4), applied
91. p. 106, factual