This is example questions. For Development.
Stages in cognitive development
Linking language development to the development of cognition
Development of cognitive maps to aid problem solving
Morality as a cognitive function that includes sequential skill acquisition
Temperament and learning styles
Linking language development to the development and cognition
Development of cognitive maps to aid problem solving
Infant-pattern attachment as a feature in emotional development
Immediate, short term, or working and long term
Sensory, immediate and recall
Short term, semantic, logistic
Immediate, long term, perceptual
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Is outdated and of little use in predicting functional outcomes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
Nutritional status
High school graduation
Sports participation
Gender role identity
Interdisciplinary assessment of all preschool children prior to entering school
School exemptions that allow handicapped children to remain at home with education services, rather than attending public school
Access to free school lunches and bus service for all children
Special education and related to services with disabilities, from ages 3 to 5
A description of emotional bodning within members of the subsystem
The differentiation of individuals who are inside or outside the family subsystem
Limits of acceptable behavior
Non
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
Actively involve the parents as helpers in all therapy sessions
Assign tasks for the child to perform independently without adult supervision
Require the children to perform tasks by themselves while closely supervised
Encourage stress management techniques in therapy and classroom settings
Joint and musculoskeletal injuries
Stress and obesity
Cardiovascular problems
All
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
0-1
2-4
5-8
Age does not predict rosk
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
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
0-1
3-4
6-7
All of the above
Co-incidence anticipation
Static equilibrium
Anticipatory postural control
Somatosensory dominance
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
Positive self-esteem and excellent communication skills
Sleep disorders, depression, and cognitive impairments
Anger at parents and rebellion against authority
Over-achievement and perfectionism
Establish a rigid program with careful record-keeping
Work primarily through the parents
Involve the youth in goals and treatment planning
All
Having to dis-robe
Anything that makes them "different"
Criticism
All of the above
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
Non-integration theory
Limited opportunities
Reputation theory
Labeling theory
Adolescents will be alive, healthy, physically mature, and engage in health enhancing behaviors
Adolescents will possess the social skills and maturity to engage in positive interaction with others
They will be aware of their skills and have developed employment potential
All of the above
Unexplained bruises or injuries
Clear emotional differentiation between familiar and unfamiliar adults
Children are over active and non compliant
Children have a flat or guarded affect
Obligated by mandatory reporting
Obligated to collect evidence about child abuse if suspected
Obligated to counsel the family
Obligated to remove the child from the house
Safety first
Get the child out
Family reunification
Promote adoption
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
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
Repeated fractures, especially under the age of 2
Burns on the torso of an 18-month old
Burns on the back and feet of an 18 month old
A and C
Attachment and relationships
Temperament and communication style
Motor development
Socialization
3 months adjusted
Newborn adjusted age
Newborn chronologic age
None of the above
Stages in cognitive development
Linking language development to the development of cognition
Development of cognitive maps to aid problem solving
Morality as a cognitive function that includes sequential skill acquisition
Syntax
Semantics
Pragmatics
Morphology
True
False
Word structure
The implied meaning
Non-verbal communication
The acquisition of a 2nd language early in communication.
A means to proveide communication in another form of expressive output.
Using a voice box.
True
False
6 mos
8-10 mos
12-18 mos
2 years
Cognitive maps
Language acquisition
Temperament
Early social attachment
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
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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Children of the same gender, associated with gender role learning
Child with few friends and little social support
Younger, poorly supervised children
All of the above
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
Environmental risk
Biologic risk
Both A&B
Neither AorB
Slow, with a gain of 1-2 lbs a year
Rapid, gaining 5-7 lbs a year
Not important
1 month
2 months
6 months
8 months
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