A) the fact that medications used in children can have long-term effects.
B) the impact that they have on family functioning.
C) that the purely biological nature of developmental disorders leads to subsequent developmental failures.
D) that failure to develop at one level is thought to inhibit later stages of development.
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A) similar range of abilities and personalities.
B) similar range of abilities, although personality varies greatly.
C) broad range of abilities and personalities.
D) varied ranges of abilities, although personality tends to be quite similar.
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A) Impairment in social interactions
B) Restricted behavior, interests, and activities
C) Impairment in communication
D) Significant loss of previously acquired skills
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A) Pharmacological treatment
B) Behavioral approaches
C) School education
D) Parent support
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A) Significant impact on social interactions and communication
B) Restricted patterns of behavior, interest, and activity
C) Repetitive and stereotyped patterns of behavior
D) All of the above
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A) 25%
B) 50%
C) 70%
D) 90%
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Multiple Choice
A) have the child and family accept the inherent limitations of the disorder.
B) provide a separate and secure environment for the individual.
C) integrate the autistic child into regular society as much as possible.
D) isolate autistic children in intensive therapy for as long as possible before attempting to introduce them into the larger world.
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Multiple Choice
A) detect intellectual disability before birth.
B) intervene in brain development prior to birth.
C) counsel parents about their risks of having a child with intellectual disability.
D) avoid misdiagnosing intellectual disability .
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Multiple Choice
A) ADHD is found equally among boys and girls.
B) ADHD is caused by a single gene called DAT 1.
C) the brain of children with ADHD is 3% to 4% smaller than children without ADHD.
D) all of the above
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A) achievement in reading, writing, or math below the level predicted by the individual's age, IQ, and education.
B) achievement in any academic subject below the level predicted by the individual's age, IQ, and education.
C) substandard IQ score in comparison to the individual's family and educational background.
D) the existence of a neurological deficit that interferes with the individual's ability to assimilate new information.
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A) the same .0002 to .0005% since there is no known genetic component.
B) .002% to .005%.
C) about 1%.
D) 5% to 10%.
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A) an extra 21st chromosome.
B) a missing 21st chromosome.
C) lack of oxygen at birth.
D) unknown influences.
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A) the relative difficulty of English.
B) differences in left-brain dominance across cultures.
C) differences in right-brain dominance across cultures.
D) different educational practices across cultures.
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Multiple Choice
A) ADHD
B) autism
C) pervasive developmental disorder
D) stuttering
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Multiple Choice
A) pictures
B) gestures
C) tantrums
D) simple words
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Multiple Choice
A) Chromosome-related retardation
B) Cultural/familial retardation
C) Neurobiological retardation
D) none of the above
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Multiple Choice
A) 1,000
B) 500
C) 100
D) 18
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Multiple Choice
A) a viable treatment for only a small number of cases.
B) a potentially effective treatment, but the risks must be evaluated carefully.
C) considered unethical.
D) in the research stage only.
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Multiple Choice
A) Attention deficit/hyperactivity disorder
B) Childhood disintegrative disorder
C) Rett's disorder
D) Autism
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