CHILD PSYCHOPATHOLOGY
3RD EDITION
• AUTHOR(S)ERIC J MASH,
RUSSELL A BARKLEY
TEST BANK
Reference: Ch. 1 — A Developmental-Systems Perspective
Stem: A clinician is evaluating a 9-year-old boy referred for
school difficulties and peer conflict. The clinician considers not
only the child's inattentive symptoms and aggressive outbursts
but also his parents' marital conflict, his teacher's punitive
classroom management style, and his neighborhood's lack of
safe play spaces. This approach is BEST characterized as
adhering to which core principle of developmental
psychopathology? A. Focusing on single, internal deficits
,B. Utilizing a categorical diagnostic system
C. Adopting a developmental–systems perspective
D. Prioritizing genetic and neurobiological factors C Correct:
This integrates multiple, interacting contextual systems (family,
school, community) in understanding the child's difficulties,
which is the hallmark of the developmental-systems framework
introduced in Chapter 1.
Incorrect: A, B, and D each represent a narrower, non-systemic
focus that ignores the dynamic interplay of contexts
emphasized in the foundational model.
Teaching Point: The developmental-systems perspective
requires analyzing how transactions between a child and
multiple, nested environmental contexts shape adaptive and
maladaptive outcomes.
2 Reference: Ch. 1 — A Developmental-Systems Perspective
Stem: A research study finds that children with difficult
temperaments are more likely to develop anxiety disorders in
adolescence, but only if they also experience low parental
warmth. For children with easy temperaments, parental
warmth shows little relation to anxiety outcomes. This pattern
is a classic illustration of which concept central to
developmental psychopathology? A. Comorbidity
B. Differential susceptibility
C. Behavioral inhibition
,D. Equifinality B Correct: It shows a child characteristic
(temperament) moderating the effect of an environmental
factor (parenting), indicating children vary in their susceptibility
to both risk and protective influences.
Incorrect: This is not about co-occurring disorders (A), a specific
risk trait (C), or multiple pathways to one outcome (D).
Teaching Point: Differential susceptibility challenges simple risk
models by highlighting how individual traits can make some
children more responsive, for better or worse, to their
environmental experiences.
3 Reference: Ch. 2 — Attention-Deficit/Hyperactivity
Disorder
Stem: Jonah, age 7, is referred for evaluation. His teacher
reports he stares out the window, loses his materials, and fails
to finish seatwork. At home, he can play video games for an
hour but needs repeated reminders to put on his shoes. He is
not hyperactive or impulsive. Considering developmental norms
and symptom manifestation across settings, what is the BEST
initial diagnostic consideration? A. ADHD, Predominantly
Inattentive Presentation
B. Specific Learning Disorder
C. Generalized Anxiety Disorder
D. Autism Spectrum Disorder A Correct: He shows core,
cross-setting inattention inconsistent with developmental level
(forgetful, off-task). The ability to sustain attention for preferred
, activities (video games) is common in ADHD and does not rule it
out.
Incorrect: While SLD (B) or Anxiety (C) may co-occur, they don't
best explain the pervasive attentional dysregulation. ASD (D)
requires social-communication deficits not described.
Teaching Point: In ADHD, task performance is highly sensitive to
immediate reinforcement and novelty; sustained attention in
high-interest activities does not negate the diagnosis.
4 Reference: Ch. 2 — Attention-Deficit/Hyperactivity
Disorder
Stem: Marcus, a 16-year-old, was diagnosed with Combined
Presentation ADHD in childhood. His current evaluation notes
significant academic impairment, peer rejection history, and
family conflict. When discussing prognosis and treatment
planning, the clinician should emphasize that ADHD in
adolescence is best understood as: A. A disorder that
typically remits at puberty.
B. Primarily an academic problem requiring school-based
intervention only.
C. A risk factor for developing Conduct Disorder if not already
present.
D. A chronic neurodevelopmental disorder affecting multiple
major life activities. D Correct: ADHD is a chronic condition
where core symptoms and associated functional impairments
3RD EDITION
• AUTHOR(S)ERIC J MASH,
RUSSELL A BARKLEY
TEST BANK
Reference: Ch. 1 — A Developmental-Systems Perspective
Stem: A clinician is evaluating a 9-year-old boy referred for
school difficulties and peer conflict. The clinician considers not
only the child's inattentive symptoms and aggressive outbursts
but also his parents' marital conflict, his teacher's punitive
classroom management style, and his neighborhood's lack of
safe play spaces. This approach is BEST characterized as
adhering to which core principle of developmental
psychopathology? A. Focusing on single, internal deficits
,B. Utilizing a categorical diagnostic system
C. Adopting a developmental–systems perspective
D. Prioritizing genetic and neurobiological factors C Correct:
This integrates multiple, interacting contextual systems (family,
school, community) in understanding the child's difficulties,
which is the hallmark of the developmental-systems framework
introduced in Chapter 1.
Incorrect: A, B, and D each represent a narrower, non-systemic
focus that ignores the dynamic interplay of contexts
emphasized in the foundational model.
Teaching Point: The developmental-systems perspective
requires analyzing how transactions between a child and
multiple, nested environmental contexts shape adaptive and
maladaptive outcomes.
2 Reference: Ch. 1 — A Developmental-Systems Perspective
Stem: A research study finds that children with difficult
temperaments are more likely to develop anxiety disorders in
adolescence, but only if they also experience low parental
warmth. For children with easy temperaments, parental
warmth shows little relation to anxiety outcomes. This pattern
is a classic illustration of which concept central to
developmental psychopathology? A. Comorbidity
B. Differential susceptibility
C. Behavioral inhibition
,D. Equifinality B Correct: It shows a child characteristic
(temperament) moderating the effect of an environmental
factor (parenting), indicating children vary in their susceptibility
to both risk and protective influences.
Incorrect: This is not about co-occurring disorders (A), a specific
risk trait (C), or multiple pathways to one outcome (D).
Teaching Point: Differential susceptibility challenges simple risk
models by highlighting how individual traits can make some
children more responsive, for better or worse, to their
environmental experiences.
3 Reference: Ch. 2 — Attention-Deficit/Hyperactivity
Disorder
Stem: Jonah, age 7, is referred for evaluation. His teacher
reports he stares out the window, loses his materials, and fails
to finish seatwork. At home, he can play video games for an
hour but needs repeated reminders to put on his shoes. He is
not hyperactive or impulsive. Considering developmental norms
and symptom manifestation across settings, what is the BEST
initial diagnostic consideration? A. ADHD, Predominantly
Inattentive Presentation
B. Specific Learning Disorder
C. Generalized Anxiety Disorder
D. Autism Spectrum Disorder A Correct: He shows core,
cross-setting inattention inconsistent with developmental level
(forgetful, off-task). The ability to sustain attention for preferred
, activities (video games) is common in ADHD and does not rule it
out.
Incorrect: While SLD (B) or Anxiety (C) may co-occur, they don't
best explain the pervasive attentional dysregulation. ASD (D)
requires social-communication deficits not described.
Teaching Point: In ADHD, task performance is highly sensitive to
immediate reinforcement and novelty; sustained attention in
high-interest activities does not negate the diagnosis.
4 Reference: Ch. 2 — Attention-Deficit/Hyperactivity
Disorder
Stem: Marcus, a 16-year-old, was diagnosed with Combined
Presentation ADHD in childhood. His current evaluation notes
significant academic impairment, peer rejection history, and
family conflict. When discussing prognosis and treatment
planning, the clinician should emphasize that ADHD in
adolescence is best understood as: A. A disorder that
typically remits at puberty.
B. Primarily an academic problem requiring school-based
intervention only.
C. A risk factor for developing Conduct Disorder if not already
present.
D. A chronic neurodevelopmental disorder affecting multiple
major life activities. D Correct: ADHD is a chronic condition
where core symptoms and associated functional impairments
