Deck 10: Disorders of Childhood

Question 1

The commonest psychological disorders in children are categorised as:

A) other disorders of infancy, childhood and adolescence.
B) thought problems.
C) genetic or inherited difficulties.
D) internalising and externalising disorders.
E) None of the given options are correct.

Answer 1

D

Question 2

Drug treatment for children with attention-deficit/hyperactivity disorder:

A) has no effect.
B) is most effective as a stand-alone treatment.
C) is most effective when combined with psychosocial treatment.
D) All of the given options are correct.
E) None of the given options are correct.

Answer 2

C

Question 3

Selective mutism is now thought to be a variant of:

A) social phobia.
B) autism.
C) post-traumatic stress disorder.
D) schizophrenia.
E) None of the given options are correct.

Answer 3

A

Question 4

A diagnosis of reading disorder cannot be made if the child's reading problem is due to:

A) general developmental disability.
B) sensory impairment.
C) lack of educational and sociocultural opportunities.
D) any of the other factors listed here.
E) none of given options.

Question 5

Psychological treatments developed to target externalising disorders include all of the following except:

A) mindfulness therapy.
B) improving parenting skills.
C) attachment based approaches.
D) family therapy.
E) None of the given options are correct.

Question 6

For a diagnosis of intellectual disability to be made, an individual must demonstrate:

A) cognitive deficits in intellectual functioning.
B) functional limitations in daily living, communication and social skills.
C) Both of the options given are correct.
D) Either option given is correct, but only for those with an IQ above 70.
E) Neither of the options given are correct.

Question 7

In general, mental health risk factors in the environment are transmitted to the child through:

A) genetics.
B) their impact on the primary caregiving relationship.
C) the inter-uterine environment prior to birth.
D) classical conditioning.
E) peer relationships.

Question 8

Patterson's Coercive Processes Model of the development of oppositional defiant disorder focuses on:

A) the child's temperament.
B) the child's frontal brain activation.
C) the impact of the androgen hormone on brain development.
D) the interaction between parent and child.
E) None of the options given are correct.

Question 9

The Australian Temperament Project indicated that children who subsequently develop conduct disorder clearly differ from other children by the age of:

A) 1-2 years.
B) 5-6 years.
C) 8-10 years.
D) 12-14 years.
E) 15-18 years.

Question 10

For a child to be diagnosed with attention-deficit/hyperactivity disorder, he or she must demonstrate:

A) attention-deficit symptoms.
B) hyperactivity symptoms.
C) either (or both) attention-deficit or hyperactivity symptoms.
D) both attention-deficit and hyperactivity symptoms.
E) None of the given optionsare correct.

Question 11

In comparison with control children and those with conduct disorder, children with attention-deficit/hyperactivity disorder have been found to demonstrate:

A) no neuropsychological deficits.
B) deficits in auditory comprehension.
C) deficits in memory functioning.
D) deficits in executive functioning.
E) deficits in auditory functioning.

Question 12

Among the anxiety disorders, the only diagnostic category which is specifically for children is:

A) generalised anxiety disorder.
B) specific phobia.
C) agoraphobia.
D) separation anxiety disorder.
E) obsessive-compulsive disorder

Question 13

The key feature of separation anxiety disorder is:

A) increased fear in the presence of the attachment figure.
B) reduced fear in the presence of the attachment figure.
C) that it is more common in younger children.
D) that the criteria are the same for children and adults.
E) that it can only be diagnosed in older children.

Question 14

When comparing primary and secondary enuresis:

A) primary enuresis is more likely to have a psychosocial cause.
B) secondary enuresis is more likely to have a psychosocial cause.
C) primary enuresis occurs after the child has been dry for at least 6 months.
D) secondary enuresis occurs when the child has never been dry.
E) None of the given options are correct.

Question 15

Among children and adolescents in Australia, prevalence figures suggest that overall:

A) somatic complaints are more common than anxiety and depression.
B) anxiety and depression are more common than aggressive behaviour.
C) anxiety and depression are more common than somatic complaints.
D) All of the given options are correct.
E) None of the given options are correct.

Question 16

Children's emotional and behavioural development is most influenced by:

A) risk factors.
B) protective factors.
C) the balance between risk factors and protective factors.
D) sibling relationships.
E) None of the given options are correct.

Question 17

Which of the following is not true of oppositional defiant disorder?

A) Its prevalence declines through childhood and adolescence.
B) It involves difficulty regulating emotion.
C) It involves a negative affective style.
D) It is more common in boys than in girls.
E) All of the given options are true of oppositional defiant disorder.

Question 18

The treatment for children's problematic externalising behaviours with the strongest research support is:

A) conditioning.
B) parent management training.
C) cognitive behaviour therapy.
D) the Feingold diet.
E) None of the given options are correct.

Question 19

The intervention of choice for separation anxiety disorder is:

A) conditioning.
B) parent management training.
C) cognitive behaviour therapy.
D) the Feingold diet.
E) None of the given options are correct.

Question 20

The treatment for enuresis (bedwetting) with the strongest research support is:

A) conditioning.
B) parent management training.
C) cognitive behaviour therapy.
D) the Feingold diet.
E) None of the given options are correct.

Question 21

In terms of oppositional defiant disorder, the current recommendations for the DSM-5 are to distinguish between:

A) hyperactive and impulsive symptoms.
B) positive and negative symptoms.
C) emotional and behavioural symptoms.
D) All of the given options are correct.
E) None of the given options are correct.

Question 22

Separation anxiety disorder has been re-classified from the category of 'disorders usually first diagnosed in infancy, childhood or adolescence' to:

A) mood disorders.
B) anxiety disorders.
C) personality disorders.
D) somatoform disorders.
E) None of the given options are correct.

Question 23

The range of pervasive developmental disorders may be subsumed under the autistic disorder category for DSM-5 because distinctions:

A) have been found to be inconsistent over time.
B) have been found to be variable across different research and clinical settings.
C) are often associated with symptom severity, language level or intelligence.
D) All of the given options are correct.
E) None of the given options is correct.

Question 24

Stimulant medications such as methylphenidate (ritalin) increase the availability of:

A) dopamine.
B) serotonin.
C) endorphins.
D) All of the given options are correct.
E) None of the given options are correct.

Question 25

Many parents of children with separation anxiety disorder:

A) also show symptoms of anxiety, suggesting the familial inheritance of anxiety.
B) tend to model anxious behaviour and poor coping.
C) provide fewer opportunities for their child to confront and master fearful situations.
D) often inadvertently reinforce their child's anxiety.
E) All of the given options are correct.
Learning Objective: 10.5 Describe the key characteristics and treatment of separation anxiety disorder and selective mutism.
Section: Internalising disorders

Question 26

The Australian National Survey of Mental Health and Wellbeing indicated that approximately _______% of children aged 4-12 years had an emotional or behavioural problem.

A) 5
B) 10
C) 15
D) 20
E) 25

Question 27

A major criticism of the DSM-5 in terms of disorders of childhood is the fact that:

A) it treats children like small adults.
B) it does not take into account the dimensional nature of many childhood conditions.
C) it adopts an aetiological approach.
D) it adopts a dimensional approach.
E) None of the given options are correct.

Question 28

A specific learning disorder is diagnosed when a child's academic achievement is below what is expected of his/her age. It cannot be diagnosed when:

A) the child also has an anxiety disorder.
B) the child also has a mood disorder.
C) the child has an intellectual disability.
D) the child has ADHD.
E) the child is mute.

Question 29

The DSM-5 has consolidated four previous disorders into a single disorder, namely autism spectrum disorder. Those disorders were all of the following except:

A) autistic disorder.
B) Asperger's syndrome.
C) intellectual disability.
D) childhood disintegrative disorder.
E) pervasive developmental disorder not otherwise specified.

Question 30

If a boy's father was reading disabled, that boy has a _____% probability of being reading disabled.

A) 5
B) 10
C) 20
D) 40
E) 50

Question 31

One of the most common childhood disorders is:

A) autism.
B) reading disorder.
C) selective mutism.
D) Rett's disorder.
E) oppositional defiant disorder.

Question 32

Externalising disorders are ones where:

A) behaviour is directed at self.
B) behaviour is directed at others.
C) there are low levels of anxiety.
D) there are high levels of depression.
E) both anxiety and depression are present.

Question 33

The development and maintenance of separation anxiety disorder involves all of the following except:

A) a genetic component.
B) parental anxiety.
C) parenting style.
D) family conflict.
E) mutism.

Question 34

Nocturnal enuresis is relatively common in boys with rates of about:

A) 5-10 per cent.
B) 10-15 per cent.
C) 15-20 per cent.
D) 20-25 per cent.
E) 25-30 per cent.

Question 35

Children with encopresis tend to have all of the following except:

A) anxiety and depressive symptoms.
B) attention difficulties.
C) social problems.
D) poor school performance.
E) an intellectual disability.