Test Questions for Kazdin and Weisz

 

  1. Sigmund and Anna Freudís work contributed to the development of contemporary child and adolescent therapy.

A: T†††† pg. 3

 

  1. The diagnostic criteria for social, emotional, and behavioral problems are similar or identical at any age.

A: T†††† pg.4

 

  1. Attention-deficit and disruptive behavior disorders are not evident in infancy, childhood, or adolescence.

A: F†††† pg. 5

 

  1. Internalizing behaviors dominate as the primary basis for referring children and adolescence to inpatient and outpatient treatment.

A: F†††† pg. 7

 

  1. Children 5 years and younger are not considered to be reliable reporters on self-report measures.

A: T†††† pg.11

 

  1. Most children in the middle childhood and adolescent stage spend more time with peers than with parents.

A: T†††† pg.24

 

  1. Pairing socially withdrawn preschoolers with well-developed preschoolers had no positive affects.

A: F†††† pg.26

 

  1. Developmental level, age, gender, and social class are all examples of moderators.

A: T†††† pg. 26

 

  1. For children and adolescents who have experienced trama (e.g., sexual abuse) it is not necessary to consider their developmental stage.

A: F†††† pg. 30

 

  1. A childís cognitive-developmental level may limit or enhance the childís ability to understand the purpose and process of therapy.

A: T†††† pg. 31

 

  1. The characteristics of children and families is one of the most important aspects of generalizability.

A: T†††† pg.52

 

  1. The majority of children receiving mental health services do not get them from outpatient clinics.

A: T†††† pg.53

 

  1. Harm incurred by research participants is always intentional.

A: F†††† pg.60

 

  1. Informed consent requires that individuals understand and are free to choose their participation.

A: T†††† pg.65

 

  1. The three major principles dictating ethical practice in research are: respect for persons, beneficence, and justice.

A: T†††† pg.62

 

  1. Evidence suggests that the majority of anxiety disorders remit with the passage of time.

A: F†††† pg.81

 

  1. Anxious children overestimate the likelihood of negative events and the impact of those events.

A: T†††† pg.82

 

  1. Therapists collaborate with children in all exposure tasks.

A: T†††† pg.89

 

  1. For children seeking treatment for anxiety, socioeconomic status and level of parental education were predictors of early treatment termination.

A: F†††† pg.94

 

  1. The FRIENDS program encourages participants to learn from their own experiences.

A: T†††† pg.104

 

  1. The FRIENDS program is designed for implementation in an individual format.

A: F†††† pg.106

 

  1. By early adolescence girls are two to three times more likely to be depressed than boys.

A: T†††† pg.120

 

  1. The behavioral theory of depression implies that depression will be decreased by modifying social behaviors so that they lead to more reward and less punishment.

A: T†††† pg.121

 

  1. The original version of the adolescent coping with depression group separated boys and girls.

A: F†††† pg.123

 

  1. Homework is mandatory in coping with depression groups.

A: F†††† pg.123

 

26. The original adolescent coping with depression program is a fixed membership group.

A: T†††† pg.127

 

  1. Depression in adolescence is relatively long in duration and recurrent.

A: T†††† pg.135

 

  1. Familial factors are linked to the onset, maintenance, and recurrence of depression in adolescents.

A: T†††† pg.137

 

  1. At posttreatment assessment, cognitive behavioral therapy appeared to be the most efficacious intervention for depression.

A: T†††† pg.140

 

  1. Parent-child conflict predicted lack of recovery, chronicity, and recurrence of adolescent depression.

A: T†††† pg.140

 

  1. Over the course of treatment, parentsí positive views of CBT were maintained while their views of SBFT and NST deteriorated.

A: T†††† pg.140

 

  1. Depressed adolescents are a largely over served population.

A: F†††† pg.148

 

  1. Interpersonal psychotherapy is not concerned with the symptoms and behaviors of depression.

A: F†††† pg.149

 

  1. Adolescent interpersonal psychotherapy focuses largely on current interpersonal issues.

A: T†††† pg.149

 

  1. Depressed individuals develop less effective problem-solving skills than nondepressed individuals.

A: T†††† pg.150

 

 

  1. Interpersonal therapy for adolescents does not deal with single-parent families.

A: F†††† pg. 150

 

  1. Interpersonal therapy is appropriate for adolescents dealing with suicidal or homicidal thoughts.

A: F†††† pg. 151

 

  1. During the impasse stage of interpersonal disputes there is continued communication.

A: F†††† pg.156

 

  1. Youth depression predicts later depression and the increased risk of substance use, employment problems, and marital difficulties.

A: T†††† pg.166

 

  1. The skills-and-thoughts model of depression emphasizes the relationship between the symptoms and their context.

A: T†††† pg.168

 

  1. The Primary-Secondary Control Model of Change recognizes that change is most likely to occur if the coping skills are taught and practiced in ways that fit with the individualís lifestyle.

A: T†††† pg.168

 

  1. In the PASCET program the therapist makes one home visit and one school visit.

A: T†††† pg.169

 

  1. The toolbox concept focuses on a variety of skills without emphasizing one skill over another.

A: F†††† pg.172

 

  1. AD/HD is one of the most frequently cited reasons for referral to mental health professionals, doctors, and schools.

A: T†††† pg.187

 

  1. It is not common for preschoolers with AD/HD to show signs of aggressive behavior when interacting with peers or siblings.

A: F†††† pg.187

 

  1. AD/HD is best treated with a one-dimensional approach.

A: F†††† pg.188

 

  1. There is a relationship between AD/HD, ODD, and CD.

A: T†††† pg.190

 

 

  1. Parent training is appropriate for all children with AD/HD.

A: F†††† pg.191

 

  1. Establishing a reward-oriented home token system is an important part of PT.

A: T†††† pg.195

 

  1. Disruptive behavior is the most common referral of young children to mental health services.

A: T†††† pg.204

 

  1. Parent-directed interaction teaches parents how to incorporate clear limit setting in an authoritative relationship.

A: T†††† pg.205

 

  1. Parent-directed interaction teaches parents to give ambiguous, unpredictable responses to their childís behavior.

A: F†††† pg.207

 

  1. In PDI time-out is the only punishment therapists teach parents to use for noncompliance.

A: T ††† pg.213

 

  1. The effects of PCIT have been shown to last after treatment has ended.

A: T†††† pg.219

 

  1. Conduct problems are one of the most costly mental disorders to society.

A: T†††† pg.224

 

  1. The primary developmental pathway for serious conduct disorders in adolescence and adulthood is established during the preschool period.

A: T†††† pg.224

 

  1. Early childhood intervention for conduct problems is not as effective as middle to later adolescence.

A: F†††† pg.225

 

  1. Comprehensive interactive videotape family training methods are not effective treatments for early-onset ODD/CD.

A: F†††† pg.238

 

  1. Parent involvement must occur for effective treatment of conduct problems.

A: F†††† pg.243

 

  1. Individuals who engage in conduct-disordered behaviors, especially aggression, show distortions and deficiencies in various cognitive processes.

A: T†††† pg.243

  1. A central component of treatment for conduct disorder is the use of problem-solving steps.

A: T†††† pg.244

 

  1. In problem-solving skills training, the steps evolve over treatment from covert statements to overt statements.

A: F†††† pg.247

 

  1. Token reinforcement is relied on more than social reinforcement and extinction in PSST for conduct problems.

A: F†††† pg.247

 

  1. Coercive interchanges between parent and child has shown to reinforce aggressive child behavior.

A: T†††† pg.248

 

  1. When generating interpersonal goals, aggressive children do not tend to endorse goals associated with dominance, disruption, and troublemaking.

A: F†††† pg.264

 

  1. Aggressive children tend to produce more verbal solutions and less direct-action solutions.

A: F†††† pg.265

 

  1. Aggressive children who are extremely poor social problem-solvers, and who are more rejected by their peers tend to exhibit better treatment-related outcomes.

A: T†††† pg.266

 

  1. Training teachers the anger coping and coping power programs had no effect on childrenís behavior.

A: F†††† pg.276

 

  1. Booster interventions did not help reinforce childrenís and parentsí use of skills learned in the intervention period.

A: F†††† pg.278

 

  1. Delinquent individuals between the ages of 12 and 19 represent the most violent age group in the nation in arrests for rape, assault, and theft.

A: T†††† pg.282

 

  1. Association with delinquent peers results in increased risk for the maintenance and enhancement of delinquent behaviors.

A: T†††† pg.283

 

  1. MTFC placements typically last 3 to 4 years.

A: F†††† pg.284

  1. MTFC boys showed significantly larger drops in official criminal referral rates.

A: T†††† pg.292

 

  1. Female juvenile offenders are placed outside their families more often than male offenders.

A: T†††† pg.294

 

  1. The goals of Multisystemic therapy are to decrease rates of antisocial behavior, improve functioning, and reduce use of out-of-home placements.

A: T†††† pg.301

 

  1. In MST the caregiver is viewed as the key to long-term positive outcomes for the youth.

A: T†††† pg.302

 

  1. MST is usually provided in a facility setting.

A: F†††† pg.304

 

  1. The MST therapist is more closely aligned with the caregiver than the youth.

A: T†††† pg.305

 

  1. MST is only terminated when the goals are met.

A: F†††† pg.309

 

  1. MST helped reduce the number of days hospitalized and placement in out-of-home treatment.

A: T†††† pg.315

 

  1. Autism begins in the first three years after birth and is almost always lifelong without treatment.

A: T†††† pg.325

 

  1. Autism is more prevalent in girls than in boys.

A: F†††† pg.325

 

  1. The main areas of excesses in autistic children are repetitive or ritualistic behaviors and tantrums or aggression.

A: T†††† pg.327

 

  1. Many autistic children learn to escape or avoid teaching situations.

A: T†††† pg.330

 

  1. Termination of the UCLA young autism project ends as children enter elementary school.

A: T†††† pg.334

 

  1. To date, there is not a known cause of autism.

A: T†††† pg.341

 

  1. Almost all parents of children with autism experience clinical levels of stress relating to the childís disability.

A: T†††† pg.341

 

  1. Parents of children with autism differ from those who have children without psychiatric disorders.

A: F†††† pg.342

 

  1. Motivation and child initiations do not appear to help in improvements for children with autism.

A: F†††† pg.342

 

  1. In the parent education program for children with autism, therapists do not provide feedback to parents.

A: F†††† pg.345

 

  1. Self-initiations cannot be taught to children with autism.

A: F†††† pg.351

 

  1. Many children with eating disorders do not meet the full DSM-IV-TR criteria for anorexia or bulimia.

A: T†††† pg.359

 

  1. Children and adolescents may reach the later stages of starvation more rapidly than adults.

A: T†††† pg.359

 

  1. A key element for successful family therapy for children with eating disorders was putting the parents in charge of getting their children to eat.

A: T†††† pg.360

 

  1. Families are best engaged in treatment for eating disorders when the adolescent and parents are seen together for the first session, and separately for the remainder of treatment.

A: F†††† pg.361

 

  1. Therapists should not to weigh adolescents with eating disorders at each session.

A: F†††† pg.365

 

  1. During the entire course of treatment for eating disorders, the parents do not relinquish control over the adolescentís food intake.

A: F†††† pg.367

 

  1. Slowing down the bite rate reduced consumption in adolescents.

A: T†††† pg.375

 

  1. Parental obesity is one of the main risk factors for the development of pediatric obesity.

A: T†††† pg.377

 

  1. Obese children find sedentary behaviors more reinforcing than nonobese youth.

A: T†††† pg.380

 

  1. TV watching is related to obesity.

A: T†††† pg.383

 

  1. Targeting only the parent in obesity treatment is not effective at helping the adolescent.

A: F†††† pg.384

 

  1. Urine alarm treatment is by far the most effective current treatment for enuresis.

A: T†††† pg.389

 

  1. The majority of children who wet the bed are monosymptomatic primary enuretics, meaning they only wet at night, have no medical problems, and have never been dry for at least six consecutive months.

A: T†††† pg.389

 

  1. All children start out wetting the bed.

A: T†††† pg.390

 

  1. In urine alarm treatment parents are responsible for turning off the alarm.

A: F†††† pg.392

 

  1. The first goal of urine alarm treatment is 14 consecutive dry nights.

A: T†††† pg.394

 

  1. Parents can be misled by television advertisements that convey the message that wearing diapers is normal for adolescents who wet the bed.

A: T†††† pg.403

 

  1. Hispanic adolescents tend to exhibit higher levels of substance abuse, school failure, and unsafe sexual behaviors than non-Hispanic whites.

A: T†††† pg. 407

 

  1. In BSFT one key assumption is that changing the family is the most effective way of changing an individual.

A: T†††† pg.409

  1. BSFT likes to involve the whole family in treatment.

A: T†††† pg. 410

 

  1. Youth who are most in need of services are more likely to stay in BSFT than in traditional community treatments.

A: T†††† pg.418

 

  1. Results showed that one-person BSFT was not as efficacious as conjoint BSFT in reducing youth drug use and behavior problems.

A: F†††† pg.419

 

  1. Hispanic youth present the highest prevalence rates of depression and comorbid substance abuse relative to all other ethnic groups.

A: T†††† pg.425

 

  1. Hispanics reside in NYC more than any other city in the United States.

A: T†††† pg.426

 

  1. A culturally sensitive treatment intervention for 5-to-8-year-old Hispanic children is cuento therapy.

A: T†††† pg.428

 

  1. Cuentos were more effective for children 7-8 years in age than with 5-6 year olds.

A: F†††† pg.429

 

  1. Hispanic youth are more likely to speak to someone in their family about substance use, while African American youth are more likely to speak with someone outside the family.

A: T†††† pg.433

 

  1. Most treated children manifest only one problem or diagnosis.

††††††††††† A: F†††† pg.442

 

  1. Youth treatment research reveals more about what outcomes are produced than about what actually causes the outcomes.

A: T†††† pg.445

 

  1. Most of what we know about evidence-based treatments is clustered at the efficacy end of the spectrum.

A: T†††† pg.447