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Research is suggesting that the attention problems evident in ADHD are part of a larger domain of cognitive activities known as: [Help]

A Executive functioning, and especially working memory.

B Language.

C Visuo-spatial reasoning.

D Arousal.

Rather than cognitive reflectiveness, the impulsiveness in ADHD is mainly in the capacity to: [Help]

A Think about their past experiences.

B Inhibit or delay prepotent responses.

C Coordinate motor programs.

D Get along with peers.

With regard to the developmental changes that occur in the two ADHD symptom dimensions, which of the following is correct? [Help]

A Neither of the two symptom dimensions decline significantly with age.

B Both of the symptom dimensions show significant reductions with age.

C Hyperactivity across the elementary years declines significantly while problems with attention persist at relatively stable levels.

D Inattention across the elementary years declines significantly while problems with hyperactivity persist at relatively stable levels.

In meta-analyses of the burgeoning neuropsychological literature on ADHD, the greatest support is for difficulties not only with the cardinal domains of inattention and inhibition, but also: [Help]

A Social relations.

B Artistic ability.

C Finger tapping.

D Working memory.

Which of the following is not an effective or proven treatment for ADHD? [Help]

A Stimulant medication

B Parent training in child management

C Sensory integration training

D Classroom behavior modification

Working memory training (e.g., CogMed) and other types of cognitive rehabilitation training are highly effective at: [Help]

A Reducing ADHD symptoms in natural settings in most cases.

B Improving working memory across all natural settings.

C Improving the learning disorders linked to ADHD.

D None of the above.

Neurofeedback training is: [Help]

A Highly effective in most cases.

B Moderately effective for nearly half of all cases.

C A proven supplement to ADHD medications.

D None of the above.

There are how many definitions of EF currently in the literature? [Help]

A Just one on which all researchers agree

B 20-30 definitions and counting

C 50-60 definitions and counting

D 70-80 definitions and counting

Barkley's Theory of EF and SR defines an executive function as: [Help]

A A type of action-to-the-self that serves to modify behavior and so change the likelihood of a future consequence.

B An invisible cognitive process needed for goal directed action.

C Controlled motor processing.

D A special skill for managing other people

When fully internalized, the executive functions allow for: [Help]

A Crystallized intelligence.

B Sensory-motor processing.

C Private or mental simulation of possible action plans.

D Emotional processing

Barkley hypothesizes that there are how many major executive functions? [Help]

A 7

B 5

C 3

D 2

A useful clinical principle to explain to parents from Barkley's Theory of EF is that of ADHD: [Help]

A Involves a delay in a child's executive age.

B Involves excessive self-regulation that interferes with daily functioning.

C Creates a delay in a child's mental age or IQ.

D Involves impaired perception of social relations

The brain's major executive function network can be divided into: [Help]

A 10 subnetworks.

B The inhibitory, cold, timing, and hot networks.

C The taste, olfaction, visual, and proprioceptive networks.

D The balance, gait, coordination, and locomotor networks

The DSM ADHD symptom dimensions fit into Barkley's Theory of EF such that: [Help]

A Hyperactive-impulsive symptoms are a subset of inhibitory functions and inattention symptoms are a subset of metacognitive functions.

B The ADHD symptoms do not fit neatly into any theory of EF.

C ADHD symptoms do not involve EF deficits.

D Inattention symptoms are a subset of inhibitory functions.

One important implication of EF theory that enlightens us as to the nature of inattention in ADHD is that ADHD involves inattention to: [Help]

A Primarily spatial information.

B Primarily linguistic information.

C Social cues.

D Private mental representations about tasks they have to do and the future they plan for them.

In contrast to the DSM-5-TR criteria, the EF Theory of ADHD shows the important role of : [Help]

A Poor emotional self-regulation in ADHD.

B Deficient processing of social information in ADHD.

C Defective spatial reasoning in ADHD.

D Impaired sensory gating in ADHD

Neuropsychological testing of EF: [Help]

A Is highly useful in the diagnosis of ADHD.

B Is not sufficiently accurate or useful in the diagnosis of ADHD.

C Can be very useful in diagnosing ADHD if supplemented with IQ testing.

D Is redundant with IQ testing in diagnosing ADHD

Executive functions allow people to: [Help]

A Dress themselves properly for important social occasions.

B Operate complex machinery.

C Become highly skilled performance artists.

D Allow people to show what they know in their functioning in daily life

ADHD medications act primarily on the: [Help]

A Arousal centers of the brain.

B EF-SR brain substrates and networks and thus improve EF.

C Appetite centers of the brain.

D Motor coordination center of the brain

One of the adjustments made in the DSM-5-TR diagnostic criteria for ADHD in evaluating children compared to DSM-IV is: [Help]

A Raising the criterion of the age of onset of symptoms at age 7 years old in favor of onset at 12 years old.

B Applying the symptom lists only to males.

C Making sure that parents and teachers agree on the precise number of symptoms.

D All of the above

The evaluation of a child with ADHD often includes: [Help]

A Clinical interviews, medical exam, and behavior rating scales.

B Psychological testing, projective drawings, child play group.

C MRI scan, EEG, and blood assays.

D All of the above.

One important purpose of the evaluation apart from diagnosis of ADHD is: [Help]

A The determination of the child's ego strengths and weaknesses.

B The determination of possible comorbid or coexisting disorders.

C Documenting evidence that parents are largely at fault for causing ADHD.

D Sorting through the myriad social and biological causes for the disorder.

Besides determining the possible presence of a diagnosis of ADHD in a child, the second purpose of the evaluation is to: [Help]

A Determine the child's favorite activities.

B Delineate the types of interventions needed to address the disorders present.

C Ensure that the child is being well fed, clothed and housed.

D None of the above

In advance of the interview, it is useful to obtain which of these types of information about the child? [Help]

A A packet of questionnaires about ADHD sent to parents

B A packet of questionnaires about ADHD sent to teachers

C Prior medical, health, and educational records, if available

D All of the above

Obtaining parent self-reports of their own psychological adjustment should be done: [Help]

A Before the appointment date, along with teacher rating scales.

B On the appointment date, after explaining the rationale for doing so.

C After the appointment date and feedback session.

D Never, because it is intrusive and unhelpful.

A major purpose of the parental interview is to: [Help]

A Formulate a diagnosis and develop a treatment plan.

B Document the school district in which the child resides.

C Determine that the child is a legal resident of the U.S.

D None of the above

The majority of children with ADHD appear to be identifiable by their caregivers as deviant from normal as early as: [Help]

A Infancy.

B 3-4 years old.

C 10-12 years old.

D 12-16 years old.

During the school portion of the parental interview, it is helpful to: [Help]

A Go through the child's school history year-by-year.

B Advise parents that home schooling may be best for their child.

C Determine parental resources to support private schooling.

D None of the above

To preclude over identifying minority children as having ADHD during the parental interview, it is advisable to: [Help]

A Screen out minority children from your clinical practice.

B Use a version of the DSM-5-TR adapted for minority populations.

C Make sure that the examiner is of the same minority status as the child.

D Ask parents if the child's behavior is considered to be a problem relative to other children of the same ethnic or minority group.

Oppositional defiant disorder can be distinguished from ADHD through differential diagnosis by which of the following? [Help]

A Lacks impulsive, disinhibited behavior

B Able to cooperate and complete requests from others than the parent

C Lacks neuromatural delays

D All of the above

ADHD can be difficult to differentiate from juvenile onset mania or Bipolar I disorder because both include as features of their disorder: [Help]

A Depressed mood.

B Hypersexuality.

C Grandiosity of ideas.

D None of the above

The behavior of the ADHD child in the clinician's office is: [Help]

A Exceptionally helpful to establishing the diagnosis.

B Likely to be unusually disruptive.

C Not likely to be indicative of the child's ADHD symptoms.

D Predictive of the child's behavior at school.

During the interview with a child, clinicians should bear in mind that: [Help]

A Children are very reliable in reporting their ADHD and other externalizing symptoms.

B Children are NOT very reliable in reporting their ADHD and other externalizing symptoms.

C The child should always be interviewed with their parents present in the room.

D None of the above

The teacher interview: [Help]

A Is not necessary for most ADHD children.

B Should always be conducted in-person at the child's school rather than by phone.

C Should focus on the specific nature of the child's problems in the school environment.

D None of the above

Child behavior rating scales completed by parents and teachers are: [Help]

A A luxury that clinicians can no longer afford under managed care.

B An essential component of the evaluation to help establish behavioral deviance.

C Poorly normed and often give misleading results.

D Too subjective to give valid information.

During the evaluation, it is useful to obtain information from parents about their: [Help]

A Own ADHD and ODD symptoms.

B Marital functioning (if married or cohabiting).

C Parenting stress and psychological functioning.

D All of the above

The pediatric medical examination is: [Help]

A An important component in the evaluation of a child for ADHD.

B Not essential for evaluating children with ADHD.

C Too expensive for most families to undertake.

D None of the above.

The feedback session is the conclusion to the diagnostic evaluation and includes the following information: [Help]

A An explanation that although there is no direct test, statistical analysis of data collected is utilized

B Establishment of a history consistent with a developmental problem

C Ruling out of other logical explanations for the behavior

D All of the above

Barkley's model of ADHD argues that the disorder arises from developmental delays in: [Help]

A Self-regulation.

B Behavioral inhibition.

C Executive functioning.

D All of the above.

Innovations in effective ADHD treatments over the past decade have largely been confined to new: [Help]

A Dietary remedies.

B Models of parent training.

C Delivery systems for ADHD medications.

D Classroom management strategies.

Which of the following are deemed to be effective evidence-based treatments for ADHD and its impairments at this time? [Help]

A Self-control training (teaching children self-management skills such as self-speech)

B Traditional social skills training delivered in groups in clinical settings

C Mega-vitamin and other dietary supplements

D None of the above

ADHD is caused mainly by: [Help]

A Poor parenting.

B Excessive media and Internet use by children.

C Genetic factors and disrupted neurological development.

D Excess sugar in the child's diet.

ADHD: [Help]

A Can be cured permanently by existing treatments.

B Can be effectively managed in most cases using existing treatments.

C Has no effective treatments currently available for its management.

D Requires no treatments because it will be outgrown by adolescence, if not earlier.

In Barkley's model, ADHD is viewed as being a disorder of: [Help]

A Performance - doing what one knows rather than knowing what to do.

B Knowledge - knowing what to do.

C Skills - not practicing self-regulatory behavior often enough.

D Language - not understanding what other people say to the child.

The provision of treatment services to children with ADHD has increased dramatically over the past 20 years, owing in large part to the: [Help]

A Recognition by special education laws that ADHD is an eligible condition.

B Growth of formally organized advocacy groups.

C Increased continuing education programs for educational and mental health professionals.

D All of the above

Stimulants, such as methylphenidate and amphetamines, are: [Help]

A Rapidly acting, producing results within 30-90 minutes of ingestion.

B Associated with annoying side effects, such as insomnia and loss of appetite, in some cases.

C Available in both immediate and sustained release preparations.

D All of the above.

The behavioral improvements produced by stimulants are in: [Help]

A Sustained attention.

B Impulse control.

C Reduction of task-irrelevant activity.

D All of the above.

The most frequently occurring side effects of the stimulants are: [Help]

A Severe weight gain, sleepiness, and motor incoordination.

B Mild insomnia and appetite reduction, stomachache, headache, and dizziness or jitteriness.

C Moodiness, depression, and risk of suicide.

D None of the above.

A major threat to the effectiveness of ADHD medications is: [Help]

A Inability to combine them safely with grapefruit juice.

B Inability to combine them with any other medications.

C A tendency for adolescents to discontinue use of the medication.

D None of the above.

Atomoxetine is highly selective as an: [Help]

A Inhibitor of norepinephrine reuptake.

B Inhibitor of dopamine reuptake.

C Inhibitor of epinephrine reuptake.

D Agent for increasing serotonin in the brain.

Barkley's model of ADHD includes which of the following components? [Help]

A Inhibition and Self-Regulation of Affect

B Verbal and Nonverbal Working Memory

C Motivation and Arousal

D All of the Above

Parent training in behavior management methods: [Help]

A Show highly limited generalization and maintenance of treatment effects.

B Have been repeatedly evaluated for use with teens.

C Are as or more effective as stimulant medication for managing ADHD.

D Are necessary to correct the poor social learning that underlies ADHD.

The rationale for Barkley's version of parent training as applied to children with ADHD is twofold. One reason is that ADHD children: [Help]

A May have deficits in self-regulation and specifically rule-governed behavior.

B Have learned their symptoms via social learning theory.

C Do not respond to parent training.

D None of the above

Concerning training parents in behavior management methods: [Help]

A The training is not effective.

B The treatment has been studied more in teens than in children with ADHD.

C The research seems to support the use of parent training for ADHD children.

D The treatment is more effective than stimulant medication.

Family training with teens having ADHD: [Help]

A Changes ADHD symptoms as much as ODD symptoms.

B Is less effective than for elementary-aged ADHD children.

C Produces no worsening of family conflict in any portion of families.

D None of the above.

Parent training and family based training for ADHD children and teens: [Help]

A Are effective in helping some families to reduce parent-child conflict.

B Are unsafe and ineffective.

C Should not be done without combining them with ADHD medications.

D Can only be effective if both parents are willing to attend treatment sessions.

Barkley's 10 Step Parent Training Program includes which of the following lessons: [Help]

A Establishing a home token economy, daily phone calls to teachers, removing electronics

B Enhancing parental attention, time-outs for all misbehaviors, ignoring during independent play

C Parent education, attending to compliance, and managing noncompliance

D All of the above

Effective classroom management methods include: [Help]

A Peer-tutoring.

B Home-based contingencies for in-class behavior and performance.

C Curriculum accommodations, such as shorter work periods.

D All of the above.

When contingency management methods are used in school for ADHD, they can improve: [Help]

A Disruptive behavior.

B Academic productivity.

C Academic accuracy.

D All of the above.

To be most effective in managing ADHD in school settings, rules and instructions given to ADHD children should be: [Help]

A Clear, brief, and directed personally to the child.

B Delivered through more visible or external modes of presentation.

C Both of the above.

D Neither of the above.

Given the extant research findings for CBT of limited effect sizes in most clinical studies and the absence of treatment effects in the largest study, this treatment is given a grade of: [Help]

A A.

B B.

C C.

D D.

Which of the following is not an effective or proven treatment for ADHD? [Help]

A Stimulant medication

B Parent training in child management

C Sensory integration training

D Classroom behavior modification

Working memory training (e.g., CogMed) and other types of cognitive rehabilitation training are highly effective at: [Help]

A Reducing ADHD symptoms in natural settings in most cases.

B Improving working memory across all natural settings.

C Improving the learning disorders linked to ADHD.

D None of the above.

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