Determining the typical rates of a behavior exhibited by peers in a given setting establishes
a. the need for intervention
b. the target student's ability to fit into that setting
c. an ecological ceiling for that behavior
d. a functional relationship
e. the student's ability to succeed in that setting
Ques. 2Of the structured interviews, only one has been designed specifically to assess SP and other anxiety disorders in children, and that is:
a. Anxiety Disorders Interview: Schedule for DSM-IV, Child and Parent Versions (ADIS-C/P; Silverman & Allano, 1996)
b. Anxiety Disorders Interview: Schedule for DSM-III, Child and Parent Versions (ADIS-C/P; Silverman & Allano, 1996)
c. Anxiety Disorders Interview: Schedule for DSM-IV, Adult Versions (ADIS-C/P; Silverman & Allano, 1996)
d. Anxiety Disorders Interview: Schedule for APA, Child and Parent Versions (ADIS-C/P; Silverman & Allano, 1996)
e. None of the Above
Ques. 3Aim lines are used to
a. evaluate single subject research designs
b. estimate data trends within conditions
c. make decisions about whether to modify an intervention
d. identify an intervention goal
e. establish that a goal has been reached
Ques. 4Separation anxiety disorder (SAD) is one of the most common anxiety disorders among children, estimated to constitute about a third of all anxiety disorders with prevalence rates estimated to be between:
a. 3 and 5 percent in children and adolescents
b. 10-20 percent in children
c. 10-20 percent in adults
d. 20-30 percent in children
e. 30-40 percent in adolescents
Ques. 5A decreasing trend in a behavior data path indicates that
a. extinction or punishment contingencies probably are in effect
b. the behavior is being reinforced
c. a return to baseline conditions is indicated
d. the intervention is not effective
e. the intervention is effective
Ques. 6Silverman and Dick-Niederhauser (2004) identified six developmental pathways for Social Anxiety Disorder (SAD):
a. biological factors, cognitive factors, family processes, parental anxiety/depression, and medical interventions
b. biological factors, cognitive factors, family processes, parental anxiety/depression, and caregiver stress
c. biological factors, cognitive factors, family processes, parental anxiety/depression, and school interference
d. biological factors, cognitive factors, family processes, parental anxiety/depression, and school stress
e. biological factors, cognitive factors, family processes, parental anxiety/depression, and attitude
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