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CDAD - Conduct Disorders: Assessment & Diagnosis Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Course Content Manual Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Section 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.


15.1 What might be beneficial to families dealing with conduct disorder?
15.2 What is the Dina Dinosaur Treatment Program useful for?
15.3 According to Dodge, what children have cognitive deficits in key aspects of social problem solving?
15.4 What is the children’s seven step problem solving process?
15.5 What is the five step anger management strategy for children?
15.6 According to Gottman, how can ‘fantasy play’ help children?
16.1 What did Shulman state regarding the interview method?
17.1 According to Kendall, what is the anger coping intervention program useful for?
17.2 What are some specific cognitive behavioral techniques that have been used as part of anger coping intervention programs?
17.3 What are some specific procedures for problem solving skills training?
17.4 What are some goals of rational emotive behavior therapy?
17.5 What are some skills trained in RET?
18.1 What are five guidelines for interventions with conduct disordered youth?
18.2 What is an example of a temperamental factor that is integral to the conduct disorder diagnosis?
20.1 What is the importance of a Hassle log?
21.1 Tantrums are often prolonged...
21.2 Frustrated kids will sometimes threaten their teachers with dire predictions if the adults don\'t come across with the desired goods. What are some examples?
21.3 What may be used by children as butter up manipulation?
22.1 When might an adult tell the youngster that they know what they did wrong and then calmly mete out the punishment when a child does something bad?
22.2 What might teachers do when they have a child who uses lying regularly to avoid unpleasant tasks, such as schoolwork or classroom chores?
22.3 According to Phelan, what might help produce Accomplished Liars?
23.1 What is the good half of the “don’t keep it all inside” advice?
23.2 Why might “letting it all hang out” be a problem?
23.3 What kind of expressions might not be a good idea when disciplining a child?
23.4 What is important when it comes to discipline?
23.5 What does Phelan recommend in 1-2-3 Magic?
23.6 What is the important rule that Phelan talked about?
24.1 What percentage of what we communicate is done non-verbally through body language and tone?
24.2 What may be encouraged by keeping a request short?
24.3 How may requests to children be made more or less effective?
24.4 What is a good antidote to the nagging voice?
24.5 What will phrasing a request as a question and adding the often ridiculous \
25.1 What might a teacher do to protect other students from danger?
26.1 What is the favorite game of strong-willed students?
27.1 How did the study provide evidence that conduct disorder helps to explain variation in emotion recognition?

A. It targets children with conduct problems, but it is also appropriate for addressing co-morbid problems such as attention problems and peer rejection
AA. 90%
B. Developing treatment strategies for reducing conduct problems when aggression is in its more malleable form prior to age 8, and thus interrupting its progression
BB. If you have a child who is doing something you don\'t like, get very upset about it on a regular basis and, sure enough, she\'ll repeat it for you
C. 1. How am I feeling, and what is my problem? 2. What is a solution? 3. What are some more solutions? 4. What are the consequences? 5. What is the best solution? 6. Can I use my plan? 7. How did I do?
CC. By a teacher\'s tone of voice, the spontaneity of the request and the phrasing of the demand.
D. Children who are hyperactive, impulsive, inattentive, and aggressive
DD. Compliance
E. Gives children the opportunity to develop intimacy and work out emotional issues
EE. Noncompliance or testing and manipulation
F. 1. Recognize anger. 2. Think ‘stop.’ 3. Take a deep breath. 4. Go into your shell and tell yourself, ‘I can calm down.’ 5. Try again.
FF. A businesslike, matter-of-fact presentation.
G. Seek to train children and adolescents with conduct disorder in perspective-taking, awareness of physiological arousal as a precursor to anti-social action, use of self instruction or self-talk procedures and problem-solving strategies
GG. Let’s Make a Deal
H. ‘Never get smarter than the patient’
HH. Move them outside the classroom as quickly as possible; then send for back-up support from the office
I. (a) stop, calm down, and think before you act; (b) say the problem and how you feel; (c) set positive goals; (d) think ahead of consequences; and (e) go ahead and try the best plan. Participants are trained to self-question and to self-prompt in seeking alternative solutions
II. Young offenders with conduct disorder were particularly poor at identifying moderately intense sad expressions relative to offenders without conduct disorder.
J. Role-plays, modeling, biofeedback and behavioral experiments in appropriate ecological settings
K. Goal-setting, time management, self-acceptance, self-confidence, self motivation and relationship skills.
L. (a) good feelings about themselves; (b) a firm belief in the ability to succeed; (c) an appreciation of the ability to perform to one\'s best ability; (d) determination to achieve goals; and (d) relating to others in a tolerant and supportive way
M. Aggression
N. Guideline 1: Interventions Need to Address the Biological Characteristics of the Child Guideline 2: Interventions Need to be Multimodal Guideline 3: Interventions Need to be Multisystemic Guideline 4: Interventions Need to Focus on Prosocial Skills with Prosocial Peers Guideline 5: Interventions Need to Include Cognitive Processing
O. (1) if the child has an audience, (2) if the adult involved continues talking, arguing or pleading with the youngster or (3) if the adult doesn\'t know what to do.
P. (1) It provides an accurate picture of conflicts that occur during the week; (2) it helps trainees learn about what makes them angry and how they handle these situations and (3) it provides material for role playing in future sessions
Q. Promises
R. ‘I\'m going to run home!’ ‘I\'l1 never speak to you again!’ ‘I\'m going to scream!’ ‘I\'m not eating lunch and I won\'t do my work!!’ ‘I\'m going to tell my parents!’
S. Try also to fix the problem as much as you can so that lying does not seem necessary to the child
T. When they already know what happened and when the child is very likely to lie about the event no matter how the questions are phrased
U. Maintaining healthy relationships with your children
V. Frequent emotional overreactions from adults, combined with badgering and cornering
W. Yelling, screaming, belittling, nagging
X. Because when we adults are mad we often do the wrong thing. Angry adults can yell, scream, belittle and nag.
Y. That therapists apply-during moments involving conflict or discipline-what we call the \
Z. Be consistent, decisive, and calm

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