Test Bank
for
Abnormal Psychology
by
Nietzel • Speltz
McCauley • Bernstein
Prepared by
Susan K. Fuhr
Weber State University
Allyn and Bacon
Boston • London • Toronto • Sydney • Tokyo • Singapore
,Copyright © 1998 by Allyn & Bacon
A Viacom Company
160 Gould Street
Needham Heights, MA 02194
Internet: www.abacon.com
America Online: keyword: College Online
All rights reserved. The contents, or parts thereof, may be reproduced for use with Abnormal
Psychology by Michael T. Nietzel, Matthew L. Speltz, Elizabeth A. McCauley, and Douglas A.
Bernstein, provided such reproductions bear copyright notice, but may not be reproduced in any
form for any other purpose without written permission from the copyright owner.
ISBN 0-205-26283-X
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1 02 01 00 99 98 97
, TABLE OF CONTENTS
Preface
Chapter 1 ABNORMAL BEHAVIOR: PAST AND PRESENT PERSPECTIVES 1
Chapter 2 ASSESSMENT AND DIAGNOSIS 33
Chapter 3 DISORDERS OF INFANCY, CHILDHOOD, and ADOLESCENCE 58
Chapter 4 DEVELOPMENTAL DISORDERS AND LEARNING DISABILITIES 85
Chapter 5 STRESS, SLEEP, AND ADJUSTMENT DISORDERS 110
Chapter 6 PSYCHOLOGICAL FACTORS AND HEALTH 134
Chapter 7 ANXIETY DISORDERS 155
Chapter 8 DISSOCIATIVE AND SOMATOFORM DISORDERS 181
Chapter 9 MOOD DISORDERS AND SUICIDE 205
Chapter 10 SCHIZOPHRENIA 238
Chapter 11 COGNITIVE DISORDERS 263
Chapter 12 PERSONALITY DISORDERS 281
Chapter 13 SUBSTANCE-RELATED DISORDERS 309
Chapter 14 SEXUAL AND GENDER IDENTITY DISORDERS 339
Chapter 15 BIOLOGICAL TREATMENT OF MENTAL DISORDERS 365
Chapter 16 PSYCHOTHERAPY 385
Chapter 17 ALTERNATIVES TO INDIVIDUAL PSYCHOTHERAPY 410
Chapter 18 LEGAL AND ETHICAL ISSUES IN MENTAL DISORDERS 431
, Preface
Given the popularity of the undergraduate course in abnormal psychology as well as the
exigencies imposed by large class sizes in most colleges and universities, many
instructors employ multiple choice exams as a primary means of evaluating student
learning. I have tried to produce a diverse array of such questions, along with a few
short answer/essay items at the end of each chapter. I hope you find them useful as you
create exams for your course.
Each item is presented with several descriptive qualifiers, listed just below the item
number. For instance, here is an item from Chapter 7:
7. 6 Dr. Seshachari is treating a client who is diagnosed with one of the most common
Ans. C anxiety disorders. Which of the following would this be?
App a. generalized anxiety
p. 217 b. panic disorder
E
* c. social phobia
d. obsessive-compulsive disorder
7. 6 > chapter number. item number
Ans. C > correct answer
App > type of item: APPLIED (App), CONCEPTUAL (Con), FACTUAL (Fac)
p. 217 > page reference for answer
E > item difficulty: EASY (E), MODERATE (M), CHALLENGING (C)1
* indicates item is found in the student Practice Tests (20 per chapter)
Each chapter has at least 65% Applied items and roughly 15% Conceptual and 15%
Factual. I would very much appreciate your feedback and suggestions as you use these
items. Please contact me by email: sfuhr@weber. edu.
I would like to express my thanks to the several individuals without whose aid and
support this project would not have come to fruition. To Doug Bernstein, thank you for
recommending me and providing all-important social support via the electronic highway.
And hearty thanks to Sue Gleason, my stalwart, always reassuring editor who's been a
pleasure to work with. About 250 items in this bank were written, and my own writing
reviewed, by some of Weber State University's brightest and best students: Danny May,
Bryce Warren, Shayne Palmer, Angie Wehr, and Todd Woodward. And Amanda
Allman, of Illinois, was a saving grace toward the end of the project, writing several
items for the last three chapters. Thanks Amanda. And now that I've written, rewritten,
and edited the last item, I can tell my long-neglected spouse that I'll soon be back to
normal (whatever that is!).
Susan K. Fuhr, Ph. D.
Weber State University
Ogden, Utah 84408-1202
I encourage you to bear in mind that because this is a new testbank for a new text, these difficulty levels
are rationally based and await empirical item analysis. Your own choices for class coverage and
emphases will affect the accuracy of these recommended levels.
for
Abnormal Psychology
by
Nietzel • Speltz
McCauley • Bernstein
Prepared by
Susan K. Fuhr
Weber State University
Allyn and Bacon
Boston • London • Toronto • Sydney • Tokyo • Singapore
,Copyright © 1998 by Allyn & Bacon
A Viacom Company
160 Gould Street
Needham Heights, MA 02194
Internet: www.abacon.com
America Online: keyword: College Online
All rights reserved. The contents, or parts thereof, may be reproduced for use with Abnormal
Psychology by Michael T. Nietzel, Matthew L. Speltz, Elizabeth A. McCauley, and Douglas A.
Bernstein, provided such reproductions bear copyright notice, but may not be reproduced in any
form for any other purpose without written permission from the copyright owner.
ISBN 0-205-26283-X
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1 02 01 00 99 98 97
, TABLE OF CONTENTS
Preface
Chapter 1 ABNORMAL BEHAVIOR: PAST AND PRESENT PERSPECTIVES 1
Chapter 2 ASSESSMENT AND DIAGNOSIS 33
Chapter 3 DISORDERS OF INFANCY, CHILDHOOD, and ADOLESCENCE 58
Chapter 4 DEVELOPMENTAL DISORDERS AND LEARNING DISABILITIES 85
Chapter 5 STRESS, SLEEP, AND ADJUSTMENT DISORDERS 110
Chapter 6 PSYCHOLOGICAL FACTORS AND HEALTH 134
Chapter 7 ANXIETY DISORDERS 155
Chapter 8 DISSOCIATIVE AND SOMATOFORM DISORDERS 181
Chapter 9 MOOD DISORDERS AND SUICIDE 205
Chapter 10 SCHIZOPHRENIA 238
Chapter 11 COGNITIVE DISORDERS 263
Chapter 12 PERSONALITY DISORDERS 281
Chapter 13 SUBSTANCE-RELATED DISORDERS 309
Chapter 14 SEXUAL AND GENDER IDENTITY DISORDERS 339
Chapter 15 BIOLOGICAL TREATMENT OF MENTAL DISORDERS 365
Chapter 16 PSYCHOTHERAPY 385
Chapter 17 ALTERNATIVES TO INDIVIDUAL PSYCHOTHERAPY 410
Chapter 18 LEGAL AND ETHICAL ISSUES IN MENTAL DISORDERS 431
, Preface
Given the popularity of the undergraduate course in abnormal psychology as well as the
exigencies imposed by large class sizes in most colleges and universities, many
instructors employ multiple choice exams as a primary means of evaluating student
learning. I have tried to produce a diverse array of such questions, along with a few
short answer/essay items at the end of each chapter. I hope you find them useful as you
create exams for your course.
Each item is presented with several descriptive qualifiers, listed just below the item
number. For instance, here is an item from Chapter 7:
7. 6 Dr. Seshachari is treating a client who is diagnosed with one of the most common
Ans. C anxiety disorders. Which of the following would this be?
App a. generalized anxiety
p. 217 b. panic disorder
E
* c. social phobia
d. obsessive-compulsive disorder
7. 6 > chapter number. item number
Ans. C > correct answer
App > type of item: APPLIED (App), CONCEPTUAL (Con), FACTUAL (Fac)
p. 217 > page reference for answer
E > item difficulty: EASY (E), MODERATE (M), CHALLENGING (C)1
* indicates item is found in the student Practice Tests (20 per chapter)
Each chapter has at least 65% Applied items and roughly 15% Conceptual and 15%
Factual. I would very much appreciate your feedback and suggestions as you use these
items. Please contact me by email: sfuhr@weber. edu.
I would like to express my thanks to the several individuals without whose aid and
support this project would not have come to fruition. To Doug Bernstein, thank you for
recommending me and providing all-important social support via the electronic highway.
And hearty thanks to Sue Gleason, my stalwart, always reassuring editor who's been a
pleasure to work with. About 250 items in this bank were written, and my own writing
reviewed, by some of Weber State University's brightest and best students: Danny May,
Bryce Warren, Shayne Palmer, Angie Wehr, and Todd Woodward. And Amanda
Allman, of Illinois, was a saving grace toward the end of the project, writing several
items for the last three chapters. Thanks Amanda. And now that I've written, rewritten,
and edited the last item, I can tell my long-neglected spouse that I'll soon be back to
normal (whatever that is!).
Susan K. Fuhr, Ph. D.
Weber State University
Ogden, Utah 84408-1202
I encourage you to bear in mind that because this is a new testbank for a new text, these difficulty levels
are rationally based and await empirical item analysis. Your own choices for class coverage and
emphases will affect the accuracy of these recommended levels.
