Exam (elaborations) TEST BANK FOR Dulcan’s Textbook of Child and Adolescent Psychiatry

TEST BANK with Complete Questions and Solutions. To clarify, this is the TEST BANK, not the textbook. You get immediate access to download your test bank. You will receive a complete test bank; in other words, all chapters will be there. Test banks come in PDF format; therefore, you do not need specialized software to open them. Exam (elaborations) TEST BANK FOR Dulcan’s Textbook of Child and Adolescent Psychiatry Contents Preface .............................................................................................................................. xv Questions CHAPTER 1 Assessing Infants and Toddlers.......................................................................................... 1 CHAPTER 2 Assessing the Preschool-Age Child.................................................................................... 2 CHAPTER 3 Assessing the Elementary School–Age Child ..................................................................... 4 CHAPTER 4 Assessing Adolescents....................................................................................................... 5 CHAPTER 5 Classification of Psychiatric Disorders ................................................................................ 7 CHAPTER 6 The Process of Assessment and Diagnosis........................................................................ 9 CHAPTER 7 Diagnostic Interviews........................................................................................................ 11 CHAPTER 8 Rating Scales.................................................................................................................... 13 CHAPTER 9 Pediatric Evaluation and Laboratory Testing .................................................................... 14 CHAPTER 10 Neurological Examination, Electroencephalography, and Neuroimaging ......................... 16 CHAPTER 11 Psychological and Neuropsychological Testing ................................................................ 18 CHAPTER 12 Intellectual Disability (Mental Retardation)........................................................................ 20 4 | CHAPTER 13 Autism Spectrum Disorders .............................................................................................. 22 CHAPTER 14 Developmental Disorders of Learning, Communication, and Motor Skills ........................ 23 CHAPTER 15 Attention-Deficit/Hyperactivity Disorder............................................................................. 25 CHAPTER 16 Oppositional Defiant Disorder and Conduct Disorder ....................................................... 27 CHAPTER 17 Substance Abuse and Addictions ..................................................................................... 28 CHAPTER 18 Depression and Dysthymia............................................................................................... 30 CHAPTER 19 Bipolar Disorder ................................................................................................................ 32 CHAPTER 20 Generalized Anxiety Disorder, Specific Phobia, Panic Disorder, Social Phobia, and Selective Mutism................................................................................ 34 CHAPTER 21 Separation Anxiety Disorder and School Refusal ............................................................. 36 CHAPTER 22 Posttraumatic Stress Disorder .......................................................................................... 38 CHAPTER 23 Obsessive-Compulsive Disorder....................................................................................... 39 CHAPTER 24 Early-Onset Schizophrenia ............................................................................................... 41 CHAPTER 25 Obesity.............................................................................................................................. 43 CHAPTER 26 Anorexia Nervosa and Bulimia Nervosa ........................................................................... 45 CHAPTER 27 Tic Disorders..................................................................................................................... 47 CHAPTER 28 Elimination Disorders........................................................................................................ 48 CHAPTER 29 Sleep Disorders ................................................................................................................ 49 CHAPTER 30 Evidence-Based Practices................................................................................................ 51 CHAPTER 31 Child Abuse and Neglect .................................................................................................. 52 CHAPTER 32 HIV and AIDS ................................................................................................................... 53 CHAPTER 33 Bereavement and Traumatic Grief.................................................................................... 54 CHAPTER 34 Ethnic, Cultural, and Religious Issues .............................................................................. 56 CHAPTER 35 Youth Suicide.................................................................................................................... 58 CHAPTER 36 Gender Identity and Sexual Orientation............................................................................ 60 CHAPTER 37 Aggression and Violence .................................................................................................. 62 CHAPTER 38 Genetics: Fundamentals Relevant to Child and Adolescent Psychiatry............................ 64 CHAPTER 39 Psychiatric Emergencies................................................................................................... 66 CHAPTER 40 Family Transitions: Challenges and Resilience ................................................................ 68 CHAPTER 41 Psychiatric Aspects of Chronic Physical Disorders........................................................... 70 CHAPTER 42 Children of Parents With Psychiatric and Substance Abuse Disorders ............................ 72 6 | CHAPTER 43 Legal and Ethical Issues................................................................................................... 74 CHAPTER 44 Telepsychiatry................................................................................................................... 75 CHAPTER 45 Principles of Psychopharmacology ................................................................................... 76 CHAPTER 46 Medications Used for Attention-Deficit/Hyperactivity Disorder .......................................... 78 CHAPTER 47 Antidepressants ................................................................................................................ 79 CHAPTER 48 Mood Stabilizers ............................................................................................................... 81 CHAPTER 49 Antipsychotic Medications................................................................................................. 83 CHAPTER 50 Alpha-Adrenergics, Beta-Blockers, Benzodiazepines, Buspirone, and Desmopressin..... 85 CHAPTER 51 Medications Used for Sleep.............................................................................................. 87 CHAPTER 52 Electroconvulsive Therapy, Transcranial Magnetic Stimulation, and Deep Brain Stimulation .............................................................................................. 88 CHAPTER 53 Individual Psychotherapy.................................................................................................. 90 CHAPTER 54 Parent Counseling, Psychoeducation, and Parent Support Groups ................................. 91 CHAPTER 55 Behavioral Parent Training ............................................................................................... 93 CHAPTER 56 Family Therapy ................................................................................................................. 94 CHAPTER 57 Interpersonal Psychotherapy for Depressed Adolescents ................................................ 95 CHAPTER 58 Cognitive-Behavioral Treatment for Anxiety Disorders ..................................................... 97 CHAPTER 59 Cognitive-Behavioral Therapy for Depression .................................................................. 99 CHAPTER 60 Motivational Interviewing................................................................................................. 101 CHAPTER 61 Systems of Care, Wraparound Services, and Home-Based Services ............................ 102 CHAPTER 62 Milieu Treatment: Inpatient, Partial Hospitalization, and Residential Programs.............. 104 CHAPTER 63 School-Based Interventions............................................................................................ 106 CHAPTER 64 Collaborating With Primary Care .................................................................................... 108 CHAPTER 65 Juvenile Justice .............................................................................................................. 110 Answer Guide CHAPTER 1 Assessing Infants and Toddlers...................................................................................... 111 CHAPTER 2 Assessing the Preschool-Age Child................................................................................ 114 CHAPTER 3 Assessing the Elementary School–Age Child ................................................................. 118 CHAPTER 4 Assessing Adolescents................................................................................................... 121 CHAPTER 5 Classification of Psychiatric Disorders ............................................................................ 125 CHAPTER 6 The Process of Assessment and Diagnosis.................................................................... 128 8 | CHAPTER 7 Diagnostic Interviews...................................................................................................... 131 CHAPTER 8 Rating Scales.................................................................................................................. 134 CHAPTER 9 Pediatric Evaluation and Laboratory Testing .................................................................. 138 CHAPTER 10 Neurological Examination, Electroencephalography, and Neuroimaging ....................... 143 CHAPTER 11 Psychological and Neuropsychological Testing .............................................................. 146 CHAPTER 12 Intellectual Disability (Mental Retardation)...................................................................... 149 CHAPTER 13 Autism Spectrum Disorders ............................................................................................ 153 CHAPTER 14 Developmental Disorders of Learning, Communication, and Motor Skills ...................... 157 CHAPTER 15 Attention-Deficit/Hyperactivity Disorder........................................................................... 160 CHAPTER 16 Oppositional Defiant Disorder and Conduct Disorder ..................................................... 165 CHAPTER 17 Substance Abuse and Addictions ................................................................................... 168 CHAPTER 18 Depression and Dysthymia............................................................................................. 171 CHAPTER 19 Bipolar Disorder .............................................................................................................. 175 CHAPTER 20 Generalized Anxiety Disorder, Specific Phobia, Panic Disorder, Social Phobia, and Selective Mutism.............................................................................. 178 CHAPTER 21 Separation Anxiety Disorder and School Refusal ........................................................... 183 CHAPTER 22 Posttraumatic Stress Disorder ........................................................................................ 187 CHAPTER 23 Obsessive-Compulsive Disorder..................................................................................... 190 CHAPTER 24 Early-Onset Schizophrenia ............................................................................................. 194 CHAPTER 25 Obesity............................................................................................................................ 199 CHAPTER 26 Anorexia Nervosa and Bulimia Nervosa ......................................................................... 202 CHAPTER 27 Tic Disorders................................................................................................................... 205 CHAPTER 28 Elimination Disorders...................................................................................................... 209 CHAPTER 29 Sleep Disorders .............................................................................................................. 212 CHAPTER 30 Evidence-Based Practices.............................................................................................. 216 CHAPTER 31 Child Abuse and Neglect ................................................................................................ 219 CHAPTER 32 HIV and AIDS ................................................................................................................. 222 CHAPTER 33 Bereavement and Traumatic Grief.................................................................................. 225 CHAPTER 34 Ethnic, Cultural, and Religious Issues ............................................................................ 229 CHAPTER 35 Youth Suicide.................................................................................................................. 232 CHAPTER 36 Gender Identity and Sexual Orientation.......................................................................... 236 10 | CHAPTER 37 Aggression and Violence ................................................................................................ 239 CHAPTER 38 Genetics: Fundamentals Relevant to Child and Adolescent Psychiatry.......................... 242 CHAPTER 39 Psychiatric Emergencies................................................................................................. 245 CHAPTER 40 Family Transitions: Challenges and Resilience .............................................................. 248 CHAPTER 41 Psychiatric Aspects of Chronic Physical Disorders......................................................... 251 CHAPTER 42 Children of Parents With Psychiatric and Substance Abuse Disorders .......................... 255 CHAPTER 43 Legal and Ethical Issues................................................................................................. 258 CHAPTER 44 Telepsychiatry................................................................................................................. 261 CHAPTER 45 Principles of Psychopharmacology ................................................................................. 264 CHAPTER 46 Medications Used for Attention-Deficit/Hyperactivity Disorder ........................................ 267 CHAPTER 47 Antidepressants .............................................................................................................. 271 CHAPTER 48 Mood Stabilizers ............................................................................................................. 274 CHAPTER 49 Antipsychotic Medications............................................................................................... 278 CHAPTER 50 Alpha-Adrenergics, Beta-Blockers, Benzodiazepines, Buspirone, and Desmopressin... 281 CHAPTER 51 Medications Used for Sleep............................................................................................ 284 CHAPTER 52 Electroconvulsive Therapy, Transcranial Magnetic Stimulation, and Deep Brain Stimulation ............................................................................................ 287 CHAPTER 53 Individual Psychotherapy................................................................................................ 291 CHAPTER 54 Parent Counseling, Psychoeducation, and Parent Support Groups ............................... 294 CHAPTER 55 Behavioral Parent Training ............................................................................................. 297 CHAPTER 56 Family Therapy ............................................................................................................... 300 CHAPTER 57 Interpersonal Psychotherapy for Depressed Adolescents .............................................. 304 CHAPTER 58 Cognitive-Behavioral Treatment for Anxiety Disorders ................................................... 307 CHAPTER 59 Cognitive-Behavioral Therapy for Depression ................................................................ 312 CHAPTER 60 Motivational Interviewing................................................................................................. 315 CHAPTER 61 Systems of Care, Wraparound Services, and Home-Based Services ............................ 318 CHAPTER 62 Milieu Treatment: Inpatient, Partial Hospitalization, and Residential Programs.............. 322 CHAPTER 63 School-Based Interventions............................................................................................ 326 CHAPTER 64 Collaborating With Primary Care .................................................................................... 329 CHAPTER 65 Juvenile Justice .............................................................................................................. 332 12 | Preface The purpose of this study guide is to provide individuals who have purchased Dulcan’s Textbook of Child and Adolescent Psychiatry an opportunity to evaluate their understanding of the material contained in the textbook. Whenever possible, the selected questions emphasize the major points of each chapter. In addition, every effort is made to select those questions of most relevance to psychiatrists who see patients in a variety of clinical prac-tice settings. We encourage the readers of the textbook to answer the questions after reading each chapter. The format for the questions is similar to what candidates would expect to encounter when taking Part I of the American Board of Psychiatry and Neurology initial certification examination or the maintenance-of-certification examination in psychiatry that is required every 10 years. At the end of the study guide, the questions are repeated along with detailed answers. The answer section includes an explanation of the correct response for each question, as well as an explanation, in most cases, for why the other responses were incorrect. An online version is available in addition to the printed study guide. Psychiatrists who wish to earn continuing medical education credits may purchase the online version and obtain CME credit by completing it. We hope you will find the study guide a useful addition to Dulcan’s Textbook of Child and Adolescent Psychiatry. Our goal is to have an assessment instrument that is helpful for your understanding of the material and for clari-fication of important concepts. Although the questions are reviewed numerous times, both by the authors and by editors at American Psychiatric Publishing, Inc., occasionally an incorrect response may be included. If this is the case, we would appreciate your notifying the publisher of the error so it can be corrected in the online ver-sion of the self-assessment examination. If you have other suggestions concerning this study guide, please e-mail Dr. Hales at . Best of luck with your self-examination. Hong Shen, M.D. Robert E. Hales, M.D., M.B.A. Narriman C. Shahrokh Chapter 1 Assessing Infants and Toddlers Select the single best response for each question. 1.1 Infant psychiatry focuses on which of the following age groups? A. From birth to first birthday. B. From birth through age 3 years. C. From birth to preschool years. D. From conception to age 3 years. E. From conception to preschool years. 1.2 Which of the following is the strongest outcome predictor of early childhood development? A. Presence or absence of pregnancy complications. B. Birth weight. C. Child’s temperament. D. Parental relationship. E. Primary caregiving relationship. 1.3 Which of the following assessment or diagnostic tools uses the DSM-IV multiaxial system? A. Diagnostic Criteria: Zero to Three, Revised (DC:0–3R). B. Child Behavior Checklist 1½–5. C. Infant-Toddler Social and Emotional Assessment (ITSEA). D. Ages and Stages Questionnaires: Social-Emotional. E. None of the above. 1.4 Which of the following is not considered a key element of the infant/toddler assessment? A. History of presenting problem. B. Medical history. C. Developmental history. D. IQ. E. Family history. 1.5 Which of the following is the only diagnostic interview with published data to support its reliability for as-sessing infants and toddlers? A. Preschool Age Psychiatric Assessment (PAPA). B. Diagnostic Infant Preschool Structured Interview. C. Crowell procedure. 14 | D. Beck Depression Inventory. E. Parenting Stress Index. Chapter 2 Assessing the Preschool-Age Child Select the single best response for each question. 2.1 The significant developmental differences between preschool- and school-age children require a tailored approach to obtaining a history and mental status exam. Which of the following principles should be kept in mind when evaluating a preschool-age child? A. The most meaningful evaluation occurs when the child is evaluated without the primary caregiver. B. The mental status examination should be conducted in the context of play. C. The preschooler should be evaluated in one session to avoid conflicting results. D. It is desirable to include only the primary caregiver when evaluating the child. E. All of the above. 2.2 The Washington University School of Medicine Infant/Preschool Mental Health (WUSM IPMH) clinic uses a standardized format for evaluating preschool-age children. Which of the following statements correctly describes this evaluation? A. The assessment is conducted in one 3-hour session. B. Free play is observed with the primary caregiver. C. A semistructured observation with secondary caregivers is included. D. Emotional, psychological, family, and developmental history is obtained only from the mother. E. None of the above. 2.3 Which of the following actions should be taken by parents to prepare their preschooler for the play evalua-tion? A. Parents should provide honest information to the child about the purpose of the evaluation. B. Parents should not disclose to their child that they have already met with the examiner. C. Parents should avoid discussing with the child that the examination will involve play. D. It is best to inform the child about the examination over several days to a week so he/she may ask questions. E. Parents should not prepare their child for the examination. 2.4 Which of the following statements regarding conduct of the free-play assessment with the preschooler is true? A. A brief separation between the parent and child midway through the free-play session is useful. B. The clinician should avoid disclosing to the child what was learned about his or her problems from the meeting with the parents. C. When the parent asks questions of the therapist during the play session, the therapist should freely answer the questions in order to reduce the parents’ anxiety. 16 | D. The examiner should not respond to the child’s bids to engage in play. E. All of the above. 2.5 Several standardized semistructured interviews may be useful in the dyadic assessment of parent and child. Which of the following are characteristics of the Parent-Child Early Relational Assessment (PCERA)? A. The parent blows bubbles to elicit affect from the child. B. Tasks of escalating difficulty are performed by the child and parent and videotaped for further re-view. C. The parent and child perform a structured task in which block designs are made from sample cards. D. None of the above. E. All of the above. Chapter 3 Assessing the Elementary School–Age Child Select the single best response for each question. 3.1 The key developmental milestones for the school-age child are related to A. Separation and individuation. B. Initiation and rapprochement. C. Object constancy and individual consolidation. D. Peer identity and social identity formation. E. Intimacy and generativity. 3.2 Which of the following is key to a successful evaluation? A. Seeing the child first. B. Seeing the parent(s) first. C. Seeing the child and parent(s) together. D. Seeing the referral professional first. E. Establishing a collaborative relationship between the clinician and the child and his or her family. 3.3 Key procedural information that should be covered in the first evaluation session includes all of the following except A. Office/departmental procedures. B. Plan/process of the evaluation. C. Communication with school. D. Confidentiality. E. Safety plans. 3.4 For the clinician, appropriate steps in the evaluation of a child whose parents are divorced include all of the following except A. Attempt to include both parents in gathering information. B. Agree to complete a custody evaluation. C. Clarify which parent has primary custody and request a copy of the custody agreement. D. Clarify health insurance responsibility. E. Clarify the role of the clinician. 3.5 Common presenting problems in school-age children include all of the following except 18 | A. Sexualized behavior. B. Academic difficulties. C. Peer difficulties. D. School refusal. E. Social anxiety. Chapter 4 Assessing Adolescents Select the single best response for each question. 4.1 Which of the following statements concerning the assessment of adolescents is true? A. Because mothers and fathers may have divergent views about the adolescent’s problems, only one parent should be interviewed. B. Involve as few informants as possible in collecting information to minimize conflicting opinions. C. Understanding how the adolescent was referred for treatment is not important. D. Prior medical records from primary care physicians should be obtained as part of the assessment. E. Data from rating scales or psychological testing are rarely helpful in establishing the correct diagno-sis. 4.2 In the initial assessment of an adolescent, which of the following strategies is usually most productive? A. Interview one parent, then the adolescent, then the other parent. B. Interview the adolescent alone first, then the parent or parents. C. Interview both parents, then the adolescent. D. Interview the parents together with the adolescent. E. None of the above. 4.3 What information obtained from adolescents should be shared with the parents? A. All details obtained from the adolescent should be shared with the parents. B. No information obtained from the adolescent should be shared with the parents. C. Safety issues involving the adolescent, such as suicidal behavior, should be shared with the par-ents. D. None of the above. E. All of the above. 4.4 An evidence-based approach that has been successfully used for interviewing adolescents is A. Psychodynamic interviewing. B. Dialectical behavioral interviewing. C. Cognitive-behavioral interviewing. D. Interpersonal interviewing. E. Motivational interviewing. 4.5 Goals for the initial parent interview include all of the following except A. Data collection. 20 | B. Sharing differential diagnostic possibilities. C. Understanding the parent’s point of view. D. Establishing a relationship with the parents. E. None of the above. 4.6 A respondent-based interview that is highly structured and designed to be administered by trained lay in-terviewers is A. Diagnostic Interview Schedule for Children, Version IV (DISC-IV). B. Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS). C. Child Adolescent Psychiatric Assessment (CAPA). D. Child Behavior Checklist (CBCL). E. Behavior Assessment System for Children (BASC). Chapter 5 Classification of Psychiatric Disorders Select the single best response for each question. 5.1 DSM-I (American Psychiatric Association 1952) categories relating specifically to childhood or adoles-cence included all of the following except A. Chronic brain syndrome associated with birth trauma. B. Schizophrenia reaction, childhood type. C. Special symptom reactions such as learning disturbance, enuresis, and somnambulism. D. Adjustment reactions. E. Hyperkinetic reaction of childhood. 5.2 All of the following statements regarding DSM-II (American Psychiatric Association 1968) are correct ex-cept A. It was intended to coincide with the International Classification of Diseases, 8th Revision (ICD-8). B. The developers tried to avoid terms that implied either the nature of a disorder or its cause. C. It reflected the growing importance of biological theories and research findings. D. It emphasized psychoanalytic theory. E. Descriptive phenomenology assumed a larger role. 5.3 All of the following statements regarding DSM-III (American Psychiatric Association 1980) are correct ex-cept A. It was highly controversial when introduced. B. Assumed etiology was included for most disorders. C. It was modeled on the Feighner criteria. D. It provided specific phenomenological diagnostic criteria for each disorder, in contrast to the global clinical impression of DSM-IV (American Psychiatric Association 1994). E. Each diagnosis had inclusion and exclusion criteria, and a five-part multiaxial system was intro-duced. 5.4 All of the following statements about DSM-IV (American Psychiatric Association 1994) are correct except A. It was a reconceptualization of its predecessor. B. There was greater coordination and agreement with the ICD development process. C. For most DSM-IV disorders, a single criteria set was provided that applies to children, adolescents, and adults. 22 | D. A number of disorders were moved from Axis II to Axis I, and only personality disorders and mental retardation remained on Axis II. E. The category “attention-deficit and disruptive behavior disorders” replaced the DSM-III-R (American Psychiatric Association 1987) category of disruptive behavior disorders. 5.5 Other diagnostic systems have been developed for populations of patients or professionals who have not been well served by either the DSM or ICD models. All of the following statements are correct except A. The Diagnostic and Statistical Manual for Primary Care (DSM-PC) was developed collaboratively by the American Academy of Pediatrics and the American Psychiatric Association. B. DSM-PC was designed to be used by pediatricians and faculty physicians to classify emotional and behavioral problems. C. DSM-PC includes a simplified single cluster approach. D. The Diagnostic Classification on Infancy and Early Childhood (DC:0–3) was revised in 2005. E. The goals of DC:0–3 were to increase the recognition of mental health and developmental chal-lenges in young children. 24 | Chapter 6 The Process of Assessment and Diagnosis Select the single best response for each question. 6.1 Child assessment differs from adult assessment in a number of ways. Which of the following describes aspects of the child assessment that are different from the adult assessment? A. Multiple sources constitute the field for data collection with children. B. Child assessments frequently require information from the school. C. For younger children, verbal communication is much less important than play. D. Children rarely seek out an evaluation. E. All of the above. 6.2 In conducting the parent interview, clinicians should not A. Request information about the child’s interests, activities, or strengths. B. Ask what preparation the parents have given the child for the evaluation. C. Ask parents for their understanding of the problem. D. Explain that the evaluation will invariably lead to treatment by the clinician. E. Discuss confidentiality of sessions between the child and the clinician. 6.3 Which of the following is the most important source of an outside report the clinicians should obtain (with permission) when assessing a child? A. Friends. B. Teachers. C. Siblings. D. Noncaregiving relatives. E. Group activities. 6.4 In constructing a case formulation, Ebert et al. (2000) suggested that the clinician examine child and fami-ly factors along a time axis and categorize them as predisposing, precipitating, perpetuating, or prognos-tic. According to this approach, parents going through a divorce would be considered what type of factor? A. Predisposing. B. Precipitating. C. Perpetuating. D. Prognostic. E. None of the above. 6.5 The major purpose of the parental feedback interview is A. To develop a concrete treatment plan to help their child. B. To gather additional information about the relationship between the child and parents. C. To test hypotheses concerning the case formulation. D. To inform the parents and child what has been found and what the clinician would recommend to address the issues that led to the assessment. E. To provide referral sources to the parents for either further assessment or treatment of their child. 26 | Chapter 7 Diagnostic Interviews Select the single best response for each question. 7.1 The process of making a psychiatric diagnosis is fraught with numerous potential biases. Which of the following clinician practices is least likely to result in a biased diagnosis? A. Making diagnoses before all relevant information is collected. B. Collecting information selectively. C. Neglecting to be systematic in collecting and/or organizing information. D. Preventing the clinician’s particular expertise from influencing diagnosis assignment. E. Assuming correlation between symptoms and illness. 7.2 Various diagnostic tools have been developed to enhance the reliability of the information gathered and the diag-nosis assignment. Which of the following statements is false? A. Clinicians and researchers commonly use diagnostic interviews and questionnaires. B. Patients, parents, and teachers usually complete questionnaires. C. Structured diagnostic interviews are primarily used by clinicians in daily clinical practice. D. The instruments vary as to whether they are administered by clinicians or trained nonclinical inter-viewers. E. Structured interviews specific for children and adolescents have been developed. 7.3 The term face validity refers to A. How well a category as defined appears to describe a recognized illness. B. How well the category predicts a pertinent aspect of care, such as treatment needs or prognosis. C. Whether the category has meaning in terms of what it is designed to describe. D. How often different interviews assign the same diagnosis. E. How consistently respondents report the same symptoms over time. 7.4 “The percentage of individuals in a sample who do not have the disorder and are accurately identified by the interview as not having the disorder” defines which of the following terms? A. Sensitivity. B. Specificity. C. Predictive value positive. D. Predictive value negative. E. None of the above. 7.5 Interviews are usually described as either structured or semistructured, depending on how much freedom the interviewer has to ask questions and interpret the responses. Semistructured interviews are designed for clinical research and allow the interviewer some leeway in wording questions and interpreting re-sponses. All of the following instruments are semistructured except A. Schedule for Affective Disorders and Schizophrenia for School-Aged Children—Present and Life-time (K-SADS-PL). B. Washington University Schedule for Affective Disorders and Schizophrenia for School-Aged Chil-dren (WASH-U-KSADS). C. Schedule for Affective Disorders and Schizophrenia for School-Aged Children—Epidemiological (K-SADS-E). D. Anxiety Disorders Interview Schedule for DSM-IV: Child and Parent Version (ADIS-CP). E. National Institute of Mental Health Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV). 28 | Chapter 8 Rating Scales Select the single best response for each question. 8.1 Which of the following terms is used to describe whether a scale is stable over time? A. Internal reliability. B. Interrater reliability. C. Test-retest reliability. D. Reliability. E. Psychometric properties. 8.2 Which of the following types of concurrent validity is defined as the extent of correlation of related varia-bles? A. Content validity. B. Face validity. C. Criterion validity. D. Discriminative validity. E. Convergent validity. 8.3 A “broad-band” rating scale that includes multiple versions for different reporters and age groups and that can be scored using factors that approximate DSM-IV-TR (American Psychiatric Association 2000) diag-nostic criteria is A. The Behavior Assessment System for Children, 2nd Edition (BASC-2). B. The Child Behavior Checklist (CBCL). C. The Child Symptom Inventories (CSI). D. The Eyberg Child Behavior Inventory (ECBI). E. The Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R). 8.4 Of the following rating scales, which assesses the same aspects of depression with adolescents that it assesses with adults and additionally discriminates depressed teens from those with anxiety and conduct disorders? A. Children’s Depression Inventory (CDI). B. Children’s Depression Rating Scale-Revised (CDRS-R). C. Reynolds Adolescent Depression Scale (RADS). D. Beck Depression Inventory-II (BDI-II). E. Reynolds Child Depression Scale (RCDS). 8.5 A friend contacts you and expresses concern that her 8-year-old son may have atten-tion-deficit/hyperactivity disorder (ADHD). She asks if there is a good rating scale available at no cost that a parent can use. You tell her to search online for the following: A. Vanderbilt ADHD Parent Rating Scale (VADPRS). B. Conners’ Rating Scale–Revised (CRS-R). C. ADHD Rating Scale–IV (ADHD-RS-IV). D. Social Communication Questionnaire (SCQ). E. Vineland Adaptive Behavior Scales, 2nd Edition (VABS-II). 30 | Chapter 9 Pediatric Evaluation and Laboratory Testing Select the single best response for each question. 9.1 A comprehensive medical history, the use of collateral informants, and close collaboration with the pediat-ric provider are essential in the evaluation of children and adolescents who present with psychiatric and behavioral symptoms. All of the following statements are correct except A. The presence of regular pediatric visits, well-child visits, and immunizations as scheduled should be established. B. History gathering begins with the child’s delivery. C. A history of labor and delivery, including gestational age, Apgar scores, nature of delivery, and complications, should be reviewed. D. History gathering should include the family pedigree and family medical and psychiatric history. E. Family history of sudden cardiac death and hypercholesterolemia may need to be elicited. 9.2 Assessing a child’s development is an integral component of the overall medical evaluation. All of the fol-lowing statements are accurate except A. The Denver Development Screening Tool (DDST) is used for children up to 6 years of age. B. The medical history for the 6- to 11-year-old child focuses on growth, development, and skills ac-quisition. C. During the period between 6 and 11 years of age, the head grows rapidly. D. Adolescent physical development is characterized by physical growth and sexual development. E. The peak of growth in male adolescents comes 2–3 years later than that in females. 9.3 Which of the following syndromes has a recognizable behavioral phenotype? A. Fragile X syndrome. B. Prader-Willi syndrome. C. Angelman’s syndrome. D. Turner syndrome. E. All of the above. 9.4 All of the following baseline laboratory assessments should be obtained when children and adolescents present with behavioral symptoms whose history or physical findings suggest an organic etiology except A. Complete blood count. B. Renal function tests. C. Hepatic function tests. D. Thyroid function tests. E. Lipid profile. 9.5 Which of the following statements regarding cardiac risk and assessment of children and adolescents is false? A. Cardiac evaluation and testing are suggested if positive for a family or medical history of sudden cardiac death, symptoms of palpitation, fainting, chest pain, exercise intolerance, arrhythmia, syn-cope, and hypertension. B. Electrocardiograms (ECGs) are often used in psychiatric practice for monitoring the effects of drugs known to adversely affect cardiac function. C. An ECG should be obtained prior to initiation of certain psychotropic medications. D. Lithium can potentially cause benign reversible T-wave changes and impair SA nodal function. E. Current recommendations advocate routine ECGs before initiating stimulant treatment. 32 | Chapter 10 Neurological Examination, Electroencephalography, and Neuroimaging Select the single best response for each question. 10.1 Which of the following are characteristic of upper motor neuron lesions? A. Bilateral distribution. B. Flaccid paralysis. C. Hypotonia. D. Decreased or absent deep tendon reflexes. E. Babinski reflex positive. 10.2 Which part of the neurological examination is the least objective in the nonverbal and/or young patient? A. Motor examination. B. Sensory examination. C. Coordination assessment. D. Gait examination. E. Cranial nerve assessment. 10.3 Which part of the neurological examination may be accomplished by holding toys so that the patient has to reach across the midline to reach them? A. Motor examination. B. Sensory examination. C. Coordination assessment. D. Gait assessment. E. Cranial nerve assessment. 10.4 Which of the following EEG rhythms are the predominant pattern when children are awake with their eyes closed? A. Delta. B. Theta. C. Alpha. D. Beta. E. None of the above. 10.5 Which of the following EEG findings commonly reflect primary generalized epilepsy and may be elicited by hyper-ventilation or photic stimulation? A. Spike and slow-wave discharges. B. Sharp and slow-wave complex discharges. C. Focal epileptiform discharges. D. Periodic lateralized epileptiform discharges. E. Rhythmic slowing. 34 | Chapter 11 Psychological and Neuropsychological Testing Select the single best response for each question. 11.1 According to the American Education Research Association, clinically relevant requirements for the ethical administration and interpretation of tests include all of the following except A. Test publishers have a number of responsibilities. B. Test users must be qualified in the area in which they are conducting an assessment. C. Testing must be guided by the best interests of the patient. D. Decisions must be based on test data that are current. E. Tests must be ready for readministration within 1 year. 11.2 A psychological test must be appropriately constructed and standardized. Interpretation is based on some type of standardized score, which in turn is based on the standard deviation (SD), or dispersion, of test scores for the sample. Correct statements regarding the SD include all of the following except A. About 68% of scores fall within one standard deviation of the mean. B. 80% of scores fall within two standard deviations. C. For most tests, the mean of standardized scores is low. D. Some tests are constructed with a mean of 50. E. Some tests are constructed with a mean of 0. 11.3 Which of the following is the correct definition of reliability? A. The degree to which the test