Child Psychopathology Exam 1
QUESTIONS AND ANSWERS
1. A dimensional method to know-how toddler psychopthaology emphasizes
____________.
Discrete categories for issues
hallmark symptoms as defining functions of issues
the diploma to which the trait is occur alongside a continuum
comparing the kid to usually developing friends - ANSWER-the diploma to which the
trait is take place along a continuum
2. A individual who has marked impairments in social verbal exchange and limited
complexity in language however who also has the potential for profitable social
relationships might maximum in all likelihood meet standards for ________________.
Profound Intellectual Disability
Moderate Intellectual Disability
Mild Intellectual Disability
Severe Intellectual Disability - ANSWER-Moderate Intellectual Disability
3. Children with Autism Spectrum Disorder fluctuate from commonly growing kids in joint
attention in that they _________________________.
Show an lack of ability to draw the eye of their dad and mom to items the use of social
communication
show little interest in forming emotional bonds with their dad and mom
rarely show preference for shared interest due to the fact shared revel in isn't always
pleasant
lack social competencies necessary to provoke instrumental social interplay -
ANSWER-hardly ever display desire for shared attention due to the fact shared
enjoy is not satisfying
4. Define the assemble of resilience. What does resilience appear to be in a infant who has
skilled demanding situations or stressors? - ANSWER-Resilience: The ability to avoid
negative effects despite being at danger for psychopathology.
-Survive volatile environments by the use of their sturdy self-self assurance,
coping abilities, and capabilities to avoid risk conditions.
-Not a generic or constant characteristic, varies in line with stressor.
5. Describe the idea of cultural/familial intellectual incapacity. - ANSWER-no clean
organic foundation, overrepresented via decrease SES and social downside,
drastically related to family history of ID
familial: non natural. Mild incapacity. Follow developmental stages in identical
order as ordinary kids, w/ possible exception of a few kids w/ co-occurring.
, Similar structure speculation: youngsters w/ highbrow disability exhibit the equal
behaviors and underlying methods as usually growing kids. Traverse ranges more
slowly and reap lower developmental ceiling than normally growing children.
6. Describe the concept of research generalizability. How might one maximize the
probability of generalizability in a have a look at? - ANSWER--how nicely the studies
applies to real life, maximize generalizability by using increasing outside validity
-Therefore, to make significant inference approximately the generalizability of look
at effects, the goal populace of interest should be well-described.
7. Describe the variations between experimental, correlation, and longitudinal research
designs. - ANSWER-Experimental:
-manage impartial variable
-look at results on established variable
-try to decide casuality
-premimum on internal validity
Correlation:
-correlation does no longer equal causaioin
-no manipulate impartial variable
-Correlation way that 2 matters co-arise; it doesn't mean that the only variable
predicts the opposite variable (bidirectional correlation)
Longitudinal studies:
-examin baby before trouble takes place
-move-generational impact
-sequential layout
8. Describe the special types of validity relevant to mental evaluation. - ANSWER-Content:
take a look at consists of all of the one-of-a-kind items that might incorporate that
construct
Construct: is what we are measureing certainly actual to what we accept as true
with we're measuring
Concurrent: does it degree the equal aspect as soe other degree?
Predictive: does it predict a few outcome?
9. Describe the exclusive sorts of psychological checks and what distinguishes every type
(e.G. Behavioral, projective, neuropsychological, personality, and so on). -
ANSWER-Clinical interview:
-based vs. Semi-structured
-check more than one domains: current and beyond conduct, records, offering
hassle, and assessment questions
Developmental Assessment:
, -allows for assessment of children's development to normative samples
-Used in early formative years earlier than other tests are valid: bayley scales of
little one development and denver take a look at of improvement
Behavioral Assessment:
-identity and observation of goal behaviors
-"Here and now" attention
-direct observations
-formal vs informal
-careful interest to venture-related conduct
ABC's of behavioral observation:
-Antecedents: anything that comes before conduct
-Behaviors: observable component we see the child do
-Consequences: what takes place in a while; reinforces or contingency
Academic Achievement Aseessment:
-Examination of center instructional talents
-math, reading, writing, performance
-normed for both age and grade
-identifies regions of electricity and weakness
-provides useful information for intervention
-getting to know disorders (discrepancy definition controversy)
Neurophyschological Assessment:
-Attempts to hyperlink brain feature to behavior
-Allows for localization of mind characteristic relative to mind lesions/harm
Personality Assessment:
-Personality inventories (face vs construct validity, imperically-based, ambigious
stimuli)
-Minnesota mulitphasic persona stock- adolescent
Projective Assessment:
-Projective checks that present amibiguous stimuli, projection of personality and
the subconscious, and psychoanalytic roots
-Examples: rorschach inkblot take a look at, thematic apperception take a look at,
roberts apperception test for children, and projective drawings
10.How did redefining autism as a spectrum disorder affect prognosis of this disorder? Why
changed into this modification carried out? - ANSWER--increases consistency of
diagnosing ASD
-subtypes were not properly conceptualized
-adjustments in dvplt level can result in modifications in symptom presentations
-unmarried subtype: consistency, youngsters do not trade issues w/ age
QUESTIONS AND ANSWERS
1. A dimensional method to know-how toddler psychopthaology emphasizes
____________.
Discrete categories for issues
hallmark symptoms as defining functions of issues
the diploma to which the trait is occur alongside a continuum
comparing the kid to usually developing friends - ANSWER-the diploma to which the
trait is take place along a continuum
2. A individual who has marked impairments in social verbal exchange and limited
complexity in language however who also has the potential for profitable social
relationships might maximum in all likelihood meet standards for ________________.
Profound Intellectual Disability
Moderate Intellectual Disability
Mild Intellectual Disability
Severe Intellectual Disability - ANSWER-Moderate Intellectual Disability
3. Children with Autism Spectrum Disorder fluctuate from commonly growing kids in joint
attention in that they _________________________.
Show an lack of ability to draw the eye of their dad and mom to items the use of social
communication
show little interest in forming emotional bonds with their dad and mom
rarely show preference for shared interest due to the fact shared revel in isn't always
pleasant
lack social competencies necessary to provoke instrumental social interplay -
ANSWER-hardly ever display desire for shared attention due to the fact shared
enjoy is not satisfying
4. Define the assemble of resilience. What does resilience appear to be in a infant who has
skilled demanding situations or stressors? - ANSWER-Resilience: The ability to avoid
negative effects despite being at danger for psychopathology.
-Survive volatile environments by the use of their sturdy self-self assurance,
coping abilities, and capabilities to avoid risk conditions.
-Not a generic or constant characteristic, varies in line with stressor.
5. Describe the idea of cultural/familial intellectual incapacity. - ANSWER-no clean
organic foundation, overrepresented via decrease SES and social downside,
drastically related to family history of ID
familial: non natural. Mild incapacity. Follow developmental stages in identical
order as ordinary kids, w/ possible exception of a few kids w/ co-occurring.
, Similar structure speculation: youngsters w/ highbrow disability exhibit the equal
behaviors and underlying methods as usually growing kids. Traverse ranges more
slowly and reap lower developmental ceiling than normally growing children.
6. Describe the concept of research generalizability. How might one maximize the
probability of generalizability in a have a look at? - ANSWER--how nicely the studies
applies to real life, maximize generalizability by using increasing outside validity
-Therefore, to make significant inference approximately the generalizability of look
at effects, the goal populace of interest should be well-described.
7. Describe the variations between experimental, correlation, and longitudinal research
designs. - ANSWER-Experimental:
-manage impartial variable
-look at results on established variable
-try to decide casuality
-premimum on internal validity
Correlation:
-correlation does no longer equal causaioin
-no manipulate impartial variable
-Correlation way that 2 matters co-arise; it doesn't mean that the only variable
predicts the opposite variable (bidirectional correlation)
Longitudinal studies:
-examin baby before trouble takes place
-move-generational impact
-sequential layout
8. Describe the special types of validity relevant to mental evaluation. - ANSWER-Content:
take a look at consists of all of the one-of-a-kind items that might incorporate that
construct
Construct: is what we are measureing certainly actual to what we accept as true
with we're measuring
Concurrent: does it degree the equal aspect as soe other degree?
Predictive: does it predict a few outcome?
9. Describe the exclusive sorts of psychological checks and what distinguishes every type
(e.G. Behavioral, projective, neuropsychological, personality, and so on). -
ANSWER-Clinical interview:
-based vs. Semi-structured
-check more than one domains: current and beyond conduct, records, offering
hassle, and assessment questions
Developmental Assessment:
, -allows for assessment of children's development to normative samples
-Used in early formative years earlier than other tests are valid: bayley scales of
little one development and denver take a look at of improvement
Behavioral Assessment:
-identity and observation of goal behaviors
-"Here and now" attention
-direct observations
-formal vs informal
-careful interest to venture-related conduct
ABC's of behavioral observation:
-Antecedents: anything that comes before conduct
-Behaviors: observable component we see the child do
-Consequences: what takes place in a while; reinforces or contingency
Academic Achievement Aseessment:
-Examination of center instructional talents
-math, reading, writing, performance
-normed for both age and grade
-identifies regions of electricity and weakness
-provides useful information for intervention
-getting to know disorders (discrepancy definition controversy)
Neurophyschological Assessment:
-Attempts to hyperlink brain feature to behavior
-Allows for localization of mind characteristic relative to mind lesions/harm
Personality Assessment:
-Personality inventories (face vs construct validity, imperically-based, ambigious
stimuli)
-Minnesota mulitphasic persona stock- adolescent
Projective Assessment:
-Projective checks that present amibiguous stimuli, projection of personality and
the subconscious, and psychoanalytic roots
-Examples: rorschach inkblot take a look at, thematic apperception take a look at,
roberts apperception test for children, and projective drawings
10.How did redefining autism as a spectrum disorder affect prognosis of this disorder? Why
changed into this modification carried out? - ANSWER--increases consistency of
diagnosing ASD
-subtypes were not properly conceptualized
-adjustments in dvplt level can result in modifications in symptom presentations
-unmarried subtype: consistency, youngsters do not trade issues w/ age
