Child Psychopathology Test C

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. What is the appropriate severity rating for this patient’s current presentation?

Which of the following is not a diagnostic feature of intellectual disability (intellectual developmental disorder)?

Which of the following statements about the developmental course of intellectual disability (intellectual developmental disorder) is true?

In which of the following situations would a diagnosis of global developmental delay be inappropriate?

A 5-year-old boy has difficulty making friends and problems with initiating and sustaining back-and-forth conversation; reading social cues; and sharing his feelings with others. He makes good eye contact, has normal speech intonation,
displays facial gestures, and has a range of affect that generally seems appropriate to the situation. He demonstrates an interest in trains that seems abnormal in intensity and focus, and he engages in little imaginative or symbolic play. Which of the following diagnostic requirements for autism spectrum disorder are not met in this case?

A 7-year-old girl presents with a history of normal language skills (vocabulary
and grammar intact) but is unable to use language in a socially pragmatic manner
to share ideas and feelings. She has never made good eye contact, and she
has difficulty reading social cues. Consequently, she has had difficulty making
friends, which is further complicated by her being somewhat obsessed with
cartoon characters, which she repetitively scripts. She tends to excessively smell objects. Because she insists on wearing the same shirt and shorts every day, regardless of the season, getting dressed is a difficult activity. These symptoms date from early childhood and cause significant impairment in her functioning. What diagnosis best fits this child’s presentation?

Which of the following is not a specifier included in the diagnostic criteria for autism spectrum disorder?

Which of the following is not representative of the typical developmental course for autism spectrum disorder?

Which of the following disorders is generally not comorbid with autism spectrum disorder (ASD)?

A 7-year-old boy is having behavioral and social difficulties in his second grade class. Although he seems to be able to attend and is doing “well” from an academic standpoint (though seemingly not what he is capable of), he is constantly interrupting, fidgeting, talking excessively, and getting out of his seat. He has friends, but he sometimes annoys his peers because of his difficulty sharing and taking turns and the fact that he is constantly talking over them. Although he seeks out play dates, his friends tire of him because he wants to play sports nonstop. At home, he can barely stay in his seat for a meal and is unable to play quietly. Although he shows remorse when the consequences of his behavior are pointed out to him, he can become angry in response and seems nevertheless unable to inhibit himself. What is the most likely diagnosis?

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

Which of the following is a biological finding in individuals with attentiondeficit/hyperactivity disorder (ADHD)?

A 15-year-old boy has developed concentration problems in school that have been associated with a significant decline in grades. When interviewed, he explains that his mind is occupied with worrying about his mother, who has a serious
autoimmune disease. As his grades falter, he becomes increasingly demoralized and sad, and he notices that his energy level drops, further compromising his ability to pay attention in school. At the same time, he complains of feeling restless and unable to sleep. What is the most likely diagnosis?

Specific learning disorder is defined by persistent difficulties in learning academic skills, with onset during the developmental period. Which of the following statements about this disorder is true?

Which of the following statements about prevalence rates for specific learning disorder is false?

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

Which of the following is a DSM-5 diagnostic criterion for Tourette’s disorder?

A highly functional 20-year-old college student with a history of anxiety symptoms and attention-deficit/hyperactivity disorder, for which she is prescribed lisdexamfetamine (Vyvanse), tells her psychiatrist that she has been researching
the side effects of her medication for one of her class projects. In addition, she says that for the past week she has been feeling stressed by her schoolwork, and her friends have been asking her why she intermittently bobs her head up and down multiple times a day. What is the most likely diagnosis?

A mother brings her 4-year-old son to you for an evaluation with concerns that her son has struggled with speech articulation since very young. He has not sustained any head injuries, is otherwise healthy, and has a normal IQ. His preschool teacher reports that she does not always understand what he is saying and that other children tease him by calling him a “baby” due to his difficulty with communication. He does not have trouble relating to other people or understanding nonverbal social cues. What is the most likely diagnosis?

A 14-year-old boy in regular education tells you that he thinks a girl in class likes him. His mother is surprised to hear this, because she reports that, since a young age, he has often struggled with making inferences or understanding
nuances from what other people say. The teacher has also noticed that he sometimes misses nonverbal cues. He tends to get along better with adults, perhaps because they are not as likely to be put off by his overly formal speech. When he makes jokes, his peers do not always find the humor appropriate. Although he enjoys spending time with his best friend, he can be talkative and struggles with taking turns in conversation. What is the most likely diagnosis?

A 7-year-old boy who has speech delays presents with long-standing, repetitive hand waving, arm flapping, and finger wiggling. His mother reports that she first noticed these symptoms when he was a toddler and wonders whether
they are tics. She says that he tends to flap more when he is engrossed in activities, such as while watching his favorite television program, but will stop when called or distracted. Based on the mother’s report, which of the following
conditions would be highest on your list of possible diagnoses?

Having a family history of which of the following psychiatric disorders increases an individual’s risk of social (pragmatic) communication disorder?

Which of the following statements about the development of childhood-onset fluency disorder (stuttering) is true?