This is example questions. For Development.
At 1
Between 2 and 3
At age 4
In middle childhood
Lisp
Stuttering
Children can remember and describe painful events
Pain medication is bad/sedation is harmful to children
Pain and anxiety are different and should be treated differently
There are effective strategies to manage pain and anxiety
True
False
Culture
Cohort
Personality
Resiliency
Plasticity
Vulnerability
Understanding
Memory
Isolation of a specific stimulus from background
To look at the whole picture
Slow, with a gain of 1-2 lbs a year
Rapid, gaining 5-7 lbs a year
Not important
The teacher is often a significant role model
The child may begin to challenge parental authority
The child still relies on family for security and emotional support
All of the above
Co-incidence anticipation
Static equilibrium
Anticipatory postural control
Somatosensory dominance
Having to dis-robe
Anything that makes them "different"
Criticism
All of the above
Children removed from home due to neglect
Children removed from home due to abuse
Social services agencies become involved for assistance
None of the above
The acquisition of a 2nd language early in communication.
A means to proveide communication in another form of expressive output.
Using a voice box.
Occurs when parents encounter limitations from their child's enduring impairments
Experienced by the child within society
Seen when children are separated in the classroom
None of the above
Child's age
Parent's age
Previous hospitalization
Length of stay
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1 month
2 months
6 months
8 months
Supports families during stressful time
Recognizes unique strengths of family and coping
Helps to reunify a family after child abuse allegations
Immediate memory
Short-term memory
Long-term memory
Self esteem
Self efficacy
Positive reinforcement
Plasticity
Immediate, short term, or working and long term
Sensory, immediate and recall
Short term, semantic, logistic
Immediate, long term, perceptual
They do not care whether they have reached adult expectations
Metacognitive skills have not yet well developed
They are incapable of following rules
Perform best when they realize they have little power
Developmental acceleration and enhanced energy level for several days
Sleeping for long periods upon return from their hospital
Anxiety, nightmares and developmental regression for up to 2 weeks after hospitalization
Increased motivation and independence toward recovery for up to a month after hospitalization
School programs emphasixing positive behavior
Avoid modeling violence, esp. in the home
Strong and swift punishment for violent behaviors
After-school programs to keep kids off the streets
Financial independence
Success in school
Self-definition
Interest in extra-curricular activities
Is due to white matter shearing
Occurs when the head is moved repetitively between flexion and extension
Can result in CNS damage or death
All of the above
200-400
50-330
100-200
500
Global mental function
Specific mental function
Exploratory activity
Purposeful play
Perceptual learning
Skill Achievement
Environmental risk
Biologic risk
Both A&B
Neither AorB
Support by very convincing evidence that IQ accurately predicts many aspects of child and adult function
Is outdated and of little use in predicting functional outcomes
Is most useful in understanding the congitively impaired
None
A perceptual part of parenting a child with enduring impairments
Experienced by the child as he or she reaches the age of maturity without functioning independently in society
Causd by inclusion in classroom environments with typically developing children
None
Joint and musculoskeletal injuries
Stress and obesity
Cardiovascular problems
All
Problem behavior in response to extraordinary
Unusual behavior in response to distress in the home
Occasional unusual or destructive actions
Persistent challenging behaviors the interfere with therapy
Establish a rigid program with careful record-keeping
Work primarily through the parents
Involve the youth in goals and treatment planning
All
Attachment and relationships
Temperament and communication style
Motor development
Socialization
Syntax
Semantics
Pragmatics
Morphology
A developmental crisis
A situational crisis
A personality disorder
Lines of acceptable behavior
Lines of demarcation between individuals who are inside or outside of the subsystem
Emotional bonding
None of the above
Peer referencing
Associative learning
Goodness of fit
Metacognition
Innate
Biologically inherited
Learned patterns of behavior
Resiliency
Plasticity
Metacognition
Shapeability
A stimulus, repetition to objects, opportunities for success
The freedom to initiate activities, access and repetition to objects, opportunities for success
Ability to act, perceive, and initiate
Injury
Stress
Anxiety
Headache
When the sexes interact
When people don't fit in on the inside
Being part of the cool group
Internal vs. external
Stable vs. unstable
Easy vs. hard
Controllable vs. uncontrollable
Physical injury
Sexual abuse
Neglect primarily due to lack of financial means
Neglect not due to lack of financial means
Has a 150-300 word vocabulary and is understood 50% of the time
Has a 150-300 word vocabulary and is understood 75% of the time
Has 100-200 words made up largely of nominals
Has a 400-600 word vocabulary
Most children behave in ususual or undesirable ways
Most require little discipline and structure
Most perform best when an adult directs and controls the activity
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