Child Psychopathology Test B

Question 1 of 25

2

A 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?

Select one of the following:

Childhood-onset major neurocognitive disorder.
Specific learning disorder.
Intellectual disability (intellectual developmental disorder).
Communication disorder.
Autism spectrum disorder.

Explanation

Question 2 of 25

2

Which of the following statements about the diagnosis of intellectual disability (intellectual developmental disorder) is false?

Select one of the following:

An individual with an IQ of less than 70 would receive the diagnosis if there were no significant deficits in adaptive functioning.
An individual with an IQ above 75 would not meet diagnostic criteria even if there were impairments in adaptive functioning.
In forensic assessment, severe deficits in adaptive functioning might allow for a diagnosis with an IQ above 75.
Adaptive functioning must take into account the three domains of conceptual, social, and practical functioning.
The specifiers mild, moderate, severe, and profound are based on IQ scores.

Explanation

Question 3 of 25

2

Which of the following statements about development of and risk factors for intellectual disability (intellectual developmental disorder) is true?

Select one of the following:

Intellectual developmental disorder should not be diagnosed in the presence of a known genetic syndrome, such as Lesch-Nyhan or Prader-Willi syndrome.
Etiologies are confined to perinatal and postnatal factors and exclude prenatal events.
In 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.
When intellectual disability results from a loss of previously acquired cognitive skills, as in severe traumatic brain injury (TBI), only the TBI diagnosis is assigned.
Prenatal, perinatal, and postnatal etiologies of intellectual developmental disorder are demonstrable in approximately 33% of cases.

Explanation

Question 4 of 25

2

A 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?

Select one of the following:

Intellectual disability (intellectual developmental disorder).
Traumatic brain injury.
Specific learning disorder.
Major neurocognitive disorder due to traumatic brain injury.
Adjustment disorder.

Explanation

Question 5 of 25

2

A 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?

Select one of the following:

Major neurocognitive disorder.
Developmental coordination disorder.
Autism spectrum disorder.
Global developmental delay.
Specific learning disorder.

Explanation

Question 6 of 25

2

Which 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?

Select one of the following:

Stereotyped or restricted patterns of interest.
Stereotyped and repetitive motor mannerisms.
Inflexible adherence to routines.
Persistent preoccupation with parts of objects.
Delayed language development.

Explanation

Question 7 of 25

2

A 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?

Select one of the following:

Restricted, repetitive patterns of behaviors, interests, or activities characteristic of autism spectrum disorder.
Symptoms of obsessive-compulsive disorder.
Prototypical manifestations of obsessive-compulsive personality.
Symptoms of pediatric acute-onset neuropsychiatric syndrome (PANS).
Complex tics.

Explanation

Question 8 of 25

2

An 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?

Select one of the following:

Level 3 (requiring very substantial support) for social communication, and level 1 (requiring support) for restricted, repetitive behaviors.
Level 1 (requiring support) for social communication, and level 3 (requiring very substantial support) for restricted, repetitive behaviors.
Level 1 (requiring support) for social communication, and level 2 (requiring substantial support) for restricted, repetitive behaviors.
Level 3 (requiring very substantial support) for social communication, and level 2 (requiring support) for restricted, repetitive behaviors.
Level 2 (requiring substantial support) for social communication, and level 1 (requiring support) for restricted, repetitive behaviors.

Explanation

Question 9 of 25

2

A 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?

Select one of the following:

True
False

Explanation

Question 10 of 25

2

Which of the following characteristics is generally not associated with autism spectrum disorder?

Select one of the following:

Anxiety, depression, and isolation as an adult.
Catatonia.
Poor psychosocial functioning.
Insistence on routines and aversion to change.
Successful adaptation in regular school settings.

Explanation

Question 11 of 25

2

The 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?

Select one of the following:

Adjustment disorder with anxiety.
Specific learning disorder.
Attention-deficit/hyperactivity disorder, predominantly inattentive.
Developmental coordination disorder.
Major depressive disorder.

Explanation

Question 12 of 25

2

A 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?

Select one of the following:

Autism spectrum disorder.
Developmental coordination disorder.
Oppositional defiant disorder (ODD).
Specific learning disorder.
Attention-deficit/hyperactivity disorder (ADHD).

Explanation

Question 13 of 25

2

What is the gender ratio of attention-deficit/hyperactivity disorder (ADHD) in children?

Select one of the following:

Male:female ratio of 2:1.
Male:female ratio of 1:1.
Male:female ratio of 3:2.
Male:female ratio of 5:1.
Male:female ratio of 1:2.

Explanation

Question 14 of 25

2

Which of the following is not associated with attention-deficit/hyperactivity disorder (ADHD)?

Select one of the following:

Social rejection.
Increased risk of developing conduct disorder in childhood and antisocial personality disorder in adulthood.
Increased risk of Alzheimer’s disease.
Increased frequency of traffic accidents and violations.
Increased risk of accidental injury.

Explanation

Question 15 of 25

2

Which of the following statements about comorbidity in attention-deficit/hyperactivity disorder (ADHD) is true?

Select one of the following:

Oppositional 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.
Most children with disruptive mood dysregulation disorder do not also meet criteria for ADHD.
Fifteen percent of adults with ADHD have some type of anxiety disorder.
Intermittent explosive disorder occurs in about 5% of adults with ADHD.
Specific learning disorder very seldom co-occurs with ADHD.

Explanation

Question 16 of 25

2

Which of the following statements about the diagnosis of specific learning disorder is false?

Select one of the following:

Specific learning disorder is distinct from learning problems associated with a neurodegenerative cognitive disorder.
If intellectual disability (intellectual developmental disorder) is present, the learning difficulties must be in excess of those expected.
An uneven profile of abilities is typical in specific learning disorder.
Attentional difficulties and motor clumsiness that are subthreshold for attention-deficit/hyperactivity disorder or developmental coordination disorder are frequently associated with specific learning disorder.
There are four formal subtypes of specific learning disorder.

Explanation

Question 17 of 25

2

Which of the following statements about developmental coordination disorder (DCD) is true?

Select one of the following:

Some children with DCD show additional (usually suppressed) motor activity, such as choreiform movements of unsupported limbs or mirror movements.
The prevalence of DCD in children ages 5–11 years is 1%–3%.
In early adulthood, there is improvement in learning new tasks involving complex/automatic motor skills, including driving and using tools.
DCD has no association with prenatal exposure to alcohol or with low birth weight or preterm birth.
Impairments in underlying neurodevelopmental processes have not been found to primarily affect visuomotor skills.

Explanation

Question 18 of 25

2

Which of the following statements about the developmental course of stereotypic movement disorder is false?

Select one of the following:

The presence of stereotypic movements may indicate an undetected neurodevelopmental problem, especially in children ages 1–3 years.
Among typically developing children, the repetitive movements may be stopped when attention is directed to them or when the child is distracted from performing them.
In some children, the stereotypic movements would result in self-injury if protective measures were not used.
Whereas simple stereotypic movements (e.g., rocking) are common in young typically developing children, complex stereotypic movements are much less common (approximately 3%–4%).
Stereotypic movements typically begin within the first year of life.

Explanation

Question 19 of 25

2

A 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?

Select one of the following:

She may have single or multiple motor or vocal tics, but not both.
Her tics must persist for more than 1 year since first tic onset without a ticfree period for 3 consecutive months to meet diagnostic criteria.
Her tics may wax and wane in frequency but have persisted for more than 1 year since first tic onset.
She has never met criteria for Tourette’s disorder.
A 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.

Explanation

Question 20 of 25

2

Which of the following statements about speech sound disorder is true?

Select one of the following:

Speech sound production must be present by age 2 years.
“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.
The difficulties in speech sound production need not result in functional impairment to meet diagnostic criteria.
Symptom onset is in the early developmental period.
Specific signs and symptoms begin at different ages and in different language or cultural background.

Explanation

Question 21 of 25

2

Which 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)?

Select one of the following:

Sound prolongation.
Circumlocution.
Interjections.
Words produced with an excess of physical tension.
Sound and syllable repetitions.

Explanation

Question 22 of 25

2

Tics typically present for the first time during which developmental stage?

Select one of the following:

Infancy.
Prepuberty.
Latency.
Adolescence.
Adulthood.

Explanation

Question 23 of 25

2

By 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?

Select one of the following:

Ages 2–3 years.
Ages 3–4 years.
Ages 4–5 years.
Ages 5–6 years.
Ages 6–7 years.

Explanation

Question 24 of 25

2

Below what age is it difficult to distinguish a language disorder from normal developmental variations?

Select one of the following:

Age 2 years.
Age 3 years.
Age 4 years.
Age 5 years.
Age 6 years.

Explanation

Question 25 of 25

2

Which of the following would likely not be an important condition to rule out in the differential diagnosis of speech sound disorder?

Select one of the following:

Normal variations in speech.
Hearing or other sensory impairment.
Dysarthria.
Depression.
Selective mutism.

	Created by Eunho Lee almost 9 years ago

Professional Child Psychopathology Quiz on Child Psychopathology Test B, created by Eunho Lee on 02/01/2016.

Child Psychopathology Test B

Question 1 of 25

Select one of the following:

Explanation

Question 2 of 25

Which of the following statements about the diagnosis of intellectual disability (intellectual developmental disorder) is false?

Select one of the following:

Explanation

Question 3 of 25

Which of the following statements about development of and risk factors for intellectual disability (intellectual developmental disorder) is true?

Select one of the following:

Explanation

Question 4 of 25

Select one of the following:

Explanation

Question 5 of 25

Select one of the following:

Explanation

Question 6 of 25

Which 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?

Select one of the following:

Explanation

Question 7 of 25

Select one of the following:

Explanation

Question 8 of 25

Select one of the following:

Explanation

Question 9 of 25

Select one of the following:

Explanation

Question 10 of 25

Which of the following characteristics is generally not associated with autism spectrum disorder?

Select one of the following:

Explanation

Question 11 of 25

Select one of the following:

Explanation

Question 12 of 25

Select one of the following:

Explanation

Question 13 of 25

What is the gender ratio of attention-deficit/hyperactivity disorder (ADHD) in children?

Select one of the following:

Explanation

Question 14 of 25

Which of the following is not associated with attention-deficit/hyperactivity disorder (ADHD)?

Select one of the following:

Explanation

Question 15 of 25

Which of the following statements about comorbidity in attention-deficit/hyperactivity disorder (ADHD) is true?

Select one of the following:

Explanation

Question 16 of 25

Which of the following statements about the diagnosis of specific learning disorder is false?

Select one of the following:

Explanation

Question 17 of 25

Which of the following statements about developmental coordination disorder (DCD) is true?

Select one of the following:

Explanation

Question 18 of 25

Which of the following statements about the developmental course of stereotypic movement disorder is false?

Select one of the following:

Explanation

Question 19 of 25

A 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?

Select one of the following:

Explanation

Question 20 of 25

Which of the following statements about speech sound disorder is true?

Select one of the following:

Explanation

Question 21 of 25

Which 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)?

Select one of the following:

Explanation

Question 22 of 25

Tics typically present for the first time during which developmental stage?