STUVIA?_APPROVED??
, STUVIA?_APPROVED??
TABLE OF CONTENTS
Test Bank: Abnormal Child and Adolescent Psychology 9th Edition
Authors: Allen Israel, Jennifer Weil Malatras, Rita Wicks-Nelson
Chapter 1: Introduction
Chapter 2: The Developmental Psychopathology Perspective
Chapter 3: Biological and Environmental Contexts of Psychopathology
Chapter 4: Research: Its Role and Methods
Chapter 5: Classification, Assessment, and Intervention
Chapter 6: Anxiety and Obsessive-Compulsive Disorders
Chapter 7: Trauma- and Stressor-Related Disorders
Chapter 8: Mood Disorders
Chapter 9: Conduct Problems
Chapter 10: Attention-Deficit/Hyperactivity Disorder
Chapter 11: Communication and Learning Disorders
Chapter 12: Intellectual Disability (Intellectual Developmental Disorder)
Chapter 13: Autism Spectrum Disorder and Schizophrenia
Chapter 14: Disorders of Basic Physical Functions
Chapter 15: Psychological Factors Affecting Medical Conditions
, STUVIA?_APPROVED??
Abnormal Child and Adolescent Psychology, 9th Edition By Allen
C. Israel; Jennifer Weil Malatras; Rita Wicks-Nelson
Table of Contents
Chapter 1 Introduction
Chapter 2 The Developmental Psychopathology Perspective
Chapter 3 Biological and Environmental Contexts of Psychopathology
Chapter 4 Research: Its Role and Methods
Chapter 5 Classification, Assessment, and Intervention
Chapter 6 Anxiety and Obsessive-Compulsive Disorders
Chapter 7 Trauma- and Stressor-Related Disorders
Chapter 8 Mood Disorders
Chapter 9 Conduct Problems
Chapter 10 Attention-Deficit/Hyperactivity Disorder
Chapter 11 Communication and Learning Disorders
Chapter 12 Intellectual Disability (Intellectual Developmental Disorder)
Chapter 13 Autism Spectrum Disorder and Schizophrenia
Chapter 14 Disorders of Basic Physical Functions
Chapter 15 Psychological Factors Affecting Medical Conditions
, STUVIA?_APPROVED??
Test Bank for Abnormal Child and Adolescent Psychology, 9th Edition By Allen C. Israel; Jennifer Weil Malatras; Rita Wicks-Nelson
CHAPTER 1
INTRODUCTION
TRUE OR FALSE
1. Abnormal means “away” or “from,” whereas “normal” refers to “average” or “standard.” Thus,
abnormal is defined as something the deviates from the average.
2. Age is an important developmental index in judging behavior.
3. Cultural norms for behavior rarely impact diagnostic rates for a disorder.
4. Ethnicity denotes common customs, values, language or traits that are associated with national
origin or geographic area.
5. A child’s behavior should be consistent and not vary across settings (e.g., classroom, playground,
home).
6. In many cultures boys are expected to be less active and less aggressive than girls. This
expectation is an example of a situational norm.
7. Youth rarely refer themselves for clinical evaluation.
8. According to the American Psychological Association, 10 percent of youth have a serious mental
health disorder.
9. Quantifying the prevalence of disorders is difficult because it depends on several factors,
including the definition of disorders, the population examined, and the methods used to identify
the problem.
10. Changing social conditions may increase the risk of disorders in young people.
11. Early disturbances, for example, feeding issues or sleep disorders in infancy, do not have
developmental consequences.
12. One difficulty in establishing the age of onset of any behavioral disorder is that the onset may
occur gradually, so that age of onset may be an arbitrary estimation rather than a precise age.
13. Depression has a higher prevalence in males than in females.
14. Males are more vulnerable than females to neurodevelopmental disorders that occur early in life.
15. One explanation for differing rates of behavioral disorder between boys and girls is gender
differences in disruptive behavior, which can result in gender differences in referrals for clinical
services.
1
Test Bank for – Abnormal Child and Adolescent Psychology, 9th Edition by Allen C. Israel, Jennifer Weil Malatras,
Rita Wicks-Nelson
, STUVIA?_APPROVED??
TABLE OF CONTENTS
Test Bank: Abnormal Child and Adolescent Psychology 9th Edition
Authors: Allen Israel, Jennifer Weil Malatras, Rita Wicks-Nelson
Chapter 1: Introduction
Chapter 2: The Developmental Psychopathology Perspective
Chapter 3: Biological and Environmental Contexts of Psychopathology
Chapter 4: Research: Its Role and Methods
Chapter 5: Classification, Assessment, and Intervention
Chapter 6: Anxiety and Obsessive-Compulsive Disorders
Chapter 7: Trauma- and Stressor-Related Disorders
Chapter 8: Mood Disorders
Chapter 9: Conduct Problems
Chapter 10: Attention-Deficit/Hyperactivity Disorder
Chapter 11: Communication and Learning Disorders
Chapter 12: Intellectual Disability (Intellectual Developmental Disorder)
Chapter 13: Autism Spectrum Disorder and Schizophrenia
Chapter 14: Disorders of Basic Physical Functions
Chapter 15: Psychological Factors Affecting Medical Conditions
, STUVIA?_APPROVED??
Abnormal Child and Adolescent Psychology, 9th Edition By Allen
C. Israel; Jennifer Weil Malatras; Rita Wicks-Nelson
Table of Contents
Chapter 1 Introduction
Chapter 2 The Developmental Psychopathology Perspective
Chapter 3 Biological and Environmental Contexts of Psychopathology
Chapter 4 Research: Its Role and Methods
Chapter 5 Classification, Assessment, and Intervention
Chapter 6 Anxiety and Obsessive-Compulsive Disorders
Chapter 7 Trauma- and Stressor-Related Disorders
Chapter 8 Mood Disorders
Chapter 9 Conduct Problems
Chapter 10 Attention-Deficit/Hyperactivity Disorder
Chapter 11 Communication and Learning Disorders
Chapter 12 Intellectual Disability (Intellectual Developmental Disorder)
Chapter 13 Autism Spectrum Disorder and Schizophrenia
Chapter 14 Disorders of Basic Physical Functions
Chapter 15 Psychological Factors Affecting Medical Conditions
, STUVIA?_APPROVED??
Test Bank for Abnormal Child and Adolescent Psychology, 9th Edition By Allen C. Israel; Jennifer Weil Malatras; Rita Wicks-Nelson
CHAPTER 1
INTRODUCTION
TRUE OR FALSE
1. Abnormal means “away” or “from,” whereas “normal” refers to “average” or “standard.” Thus,
abnormal is defined as something the deviates from the average.
2. Age is an important developmental index in judging behavior.
3. Cultural norms for behavior rarely impact diagnostic rates for a disorder.
4. Ethnicity denotes common customs, values, language or traits that are associated with national
origin or geographic area.
5. A child’s behavior should be consistent and not vary across settings (e.g., classroom, playground,
home).
6. In many cultures boys are expected to be less active and less aggressive than girls. This
expectation is an example of a situational norm.
7. Youth rarely refer themselves for clinical evaluation.
8. According to the American Psychological Association, 10 percent of youth have a serious mental
health disorder.
9. Quantifying the prevalence of disorders is difficult because it depends on several factors,
including the definition of disorders, the population examined, and the methods used to identify
the problem.
10. Changing social conditions may increase the risk of disorders in young people.
11. Early disturbances, for example, feeding issues or sleep disorders in infancy, do not have
developmental consequences.
12. One difficulty in establishing the age of onset of any behavioral disorder is that the onset may
occur gradually, so that age of onset may be an arbitrary estimation rather than a precise age.
13. Depression has a higher prevalence in males than in females.
14. Males are more vulnerable than females to neurodevelopmental disorders that occur early in life.
15. One explanation for differing rates of behavioral disorder between boys and girls is gender
differences in disruptive behavior, which can result in gender differences in referrals for clinical
services.
1
Test Bank for – Abnormal Child and Adolescent Psychology, 9th Edition by Allen C. Israel, Jennifer Weil Malatras,
Rita Wicks-Nelson
