ATCBE EXAM OVER 690 COMPLETE EXAM QUESTIONS AND CORRECT ANSWERS ALREADY GRADED A+ 20, Exams of Occupational therapy

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ATCBE EXAM OVER 690

COMPLETE EXAM

QUESTIONS AND CORRECT

ANSWERS ALREADY GRADED

A+ 2025

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1. Circumstantial Thought Process Organized but over inclusive.
2. Tangential Thought Process Occasional lapses in organization.
3. Loosening Associations Frequent lapses in connection between thoughts.
4. Blocking Loses train of thought.
5. Neologisms Words created by the patient which have their own idiosyncratic meanings.
6. Flight of Ideas Flow of thought is extremely rapid but connections remain intact.
7. Delusional Thought Content A firmly held, false belief not shared by members of the patient's culture.
8. Paranoid Ideation Suspiciousness about others' motives and ideas of reference.
9. Phobia A specific fear that results in avoidance of the situation or object despite the patient's realization that the fear is irrational.
10. Describe the 10 Areas of Functioning Evaluated in the Mental Status Exam (MSE) Appearance, affect, mood, thought content, speech, thought process, cognition, judgment, insight, movement, and behavior.
11. MSE - Appearance Person's age, race, sex, civil status, and overall appearance.

22. Landgarten Photo Collage Assessment Is a 4-task test that adapts readily to various ethnic backgrounds as various photo images are available that match culture. It is easy for patients to produce, even if they are uncomfortable creating images through drawing, painting, or sculpture.
23. Leverick Emotional and Cognitive Art Therapy Assessment Developed for exceptional nonverbal children who could draw. It assesses styles of coping and thinking, organization and use of space, and planning and sequencing.
24. Psychomotor Agitation Noticeable and marked increase in body movements; hand wringing, pacing.
25. Psychomotor Retardation Significant slowing of speech and body movements, lack of usual fidgetiness.
26. Expansive Mood Enthusiastic.
27. Euphoric Mood Feeling great, as if one just won the lottery.
28. Blunted Affect Decrease in amplitude of emotional expression.
29. Flat Affect Virtually complete absence of affective expression.
30. Constricted Affect Normal amplitude but restricted range.
31. Inappropriate Affect Emotions expressed are not congruent with the content of the patient's thoughts.
32. Labile Affect Unpredictable shifts in emotional state.

33. Basic Techniques Utilized in Crisis Intervention Assessment; determination of the therapeutic intervention; intervention; resolution.
34. Explain Theory of Object Relations Objects can be people or things, such as transitional objects with which we form attachments. These objects and the developing child's relationship with them are incorporated into a self and become the building blocks of the self system. The self-structure we internalize in early childhood functions as a blueprint for establishing and maintaining future relationships.
35. Describe the Normal Development of Speech and Language As the speech mechanism and voice mature, an infant is able to make controlled sound. This begins in the first few months of life with "cooing." By 6 months, an infant produces repetitive syllables. By the end of the first year, most children can say a few simple words. By 18 months, a child can say 8-10 words. By age 2, a child can put together crude sentences. At ages 3, 4, and 5, a child's vocabulary increases rapidly.
36. Conscious Deals with awareness of present perceptions, feelings, thoughts, memories, and fantasies at any particular moment. It is the part of our mental processing that we can think and talk about rationally.
37. Preconscious Part of our memory, which is not always part of consciousness but can be retrieved easily at any time and brought into our awareness.
38. Unconscious The reservoir of feelings, thoughts, urges, and memories that remain outside of our conscious awareness.
39. Scope of Practice Range of methods and techniques used by professionals; may be legally defined.

51. Educational Approach Children/Adults—psychoanalytic and educational insight and techniques—use of stories, drawings, educational activities, games, and play to help make sense of difficulties and gain confidence necessary to become a learner.
52. Murals Useful in groups to enhance social building, sharing, expressing emotions, problem-solving, mastery of media. Subject matter chosen by groups or therapists. Non-verbal communication skills break through barriers of distrust and isolation.
53. Group Safety Setting Therapist looks for problems and helps the group to maintain a sense of safety.
54. Scapegoat People blame others when frustrated and need others.
55. Victim One who is targeted for persecution by another.
56. Therapist as the Group Leader Functions as a facilitator, encourages and controls group interchanges.
57. Stuttering Interruption in the flow of speech such as hesitations, repetitions, or prolongations of sound, syllables, words, or phrases.
58. Perseveration Uncontrollable repetition of a particular response, such as a word, phrase, or gesture, despite the absence of a stimulus.
59. Mutism Lack of speech.
60. Delayed Language Slowness in the development of vocabulary and grammar necessary for expressing and understanding thoughts and ideas.

61. Humanistic Art Therapy Person is studied as a whole, full lifespan, developmental identity, balancing conflicts within self.
62. Cognitive Art Therapy Uses art to develop cognitive skill. Emotions and cognitions are connected. Mastery of art materials and emotions. Accomplishment. Product-oriented.
63. Relationship Between Language and Cognition Current views suggest that cognition and language have complex similarities and differences, and both develop over the human lifespan from genetic factors being constrained by environmental input and cultural learning.
64. Dynamically Oriented Art Therapy Free association; influenced by Freud's work; uncovering repressed materials.
65. Gestalt Art Therapy Raises clients' awareness about how they function in their environment with family, work, school, and friends.
66. Alderian Family Art Therapy "Draw how you think others see you." Family gains understanding of how each family member sees the world.
67. Response to Traumatic Experiences Can be Divided Into At Least 4 Categories Emotional response, cognitive response, biologically based responses, behavioral responses.
68. According to Edith Kramer, a Child May Use Stereotyped Art as a Defense against "emotional upheaval," an attempt to organize, a way to ward off chaos with excessive structure, or to repeat a previous success.
69. Symbols That a Child Draws Repeatedly in That Same Way Are Referred to As Stereotyped art.

80. A Child Who Needs to Release Energy is Offered Clay/play dough - it can be pulled, pushed, squeezed, and punched.
81. In Regards to Appropriate Art Media, the Therapist Must Provide Culturally "flexible" media.
82. During the Pseudorealistic Stage, Natural Development Will Cease Unless a Conscious Decision is Made to Improve Drawing Skills. Introduce All types of materials.
83. A Child Who is in the Realistic/Gang Stage Can Handle Broad-tipped felt pens, oil pastels, cut-out collage pictures, glue sticks, scissors, and varying sized paper.
84. Supply a Child Who is in the Preschematic and Schematic Stage With plenty of materials. Provide opportunities for cutting, pasting, and arranging.
85. A Child Who is in the Scribble Stage May Be Provided With Large sheets of paper, fat crayons, chalk, markers, and points which encourage more physical and expressive development. The smaller the child, the larger the crayons should be.
86. Qualitative Research Subjective, inductive, not generalization, words, no hypothesis required.
87. Quantitative Research Objective, deductive, generalization, numbers, requires hypothesis.
88. Rudolf Arnheim All levels of human consciousness; dreams or hallucinations are visual thinking.
89. Adrien Hill Coined the term "art therapy" in 1942.
90. Margaret Naumberg's Stages Repression (buried id), Sublimation (channeling), Catharsis (finding a symbol

that best represents), Projection (putting it into art), Transference (transferring emotions), Counter Transference (therapist's feedback).

91. Viktor Lowenfeld's Theory Name Art education therapy/ Developmental stages.
92. Genograms Family mapping systems.
93. Life Cycle Measures predictable ups and downs of a family and how they deal with issues.
94. Monica McGoldrick Guru of multicultural differences in family therapy.
95. Alfred Adler Family Systems Therapy.
96. Psychodynamic Freud, Jung, Erikson.
97. Sublimation Awareness that man's instincts are in disarray and can no longer be relied on to safely regulate behavior.
98. Carl Abraham Object Relations was developed by.
99. Object-Relations The ego self only exists in relation to something else.
100. Victor Frankl Developed existential therapy.
101. Empathy Action of feeling what the other person is feeling or embodying.
102. Heinz Kohut Self-psychology.

115. Jung Wanted to Treat Images in Dreams as What? Communications from the psyche.
116. Existential Which approach emphasizes freedom, responsibility, and meaningful existence?
117. Adlerian Humanistic and goal-oriented therapy.
118. Gestalt Goals Greater awareness and greater choice.
119. Family Systems Work towards a specific goal that the entire family works towards achieving.
120. Object Relations Carl Abraham, Melanie Klein, Margaret Mahler.
121. Person-Centered Goal Achieve a greater degree of independence for the client; find authenticity in normal life.
122. What Erikson Stage is Birth-12 Months? Trust vs. mistrust—feeding stage.
123. What Erikson Stage is 1-3 Years? Autonomy vs. shame and doubt—toilet training stage.
124. What is Erikson Stage 3-5 Years? Initiative vs. guilt—exploration stage.
125. What is Erikson Stage 6-10 Years? Industry vs. inferiority—school stage.
126. What is Erikson Stage 11-18 Years? Identity vs. role confusion—social relationship stage.

127. Gestalt Fritz Perls; here and now; raise awareness of how a person functions in their environment with family, work, school, and friends.
128. Kinesthetic Helps the development of motor skills (scribble stage age 2-4) Lowenfeld.
129. First Attempt to Represent Objects That They Know Things look like they are floating; no regard for size or placement; TADPOLES start to name scribbles (pre-schematic age 4-7) Lowenfeld.
130. Tadpole is in What Lowenfeld Stage? Pre-schematic age 4-7 Lowenfeld.
131. Begins to Use Schemas or Formulas 2 baselines appear; generally not critical of own work—X-ray (age 7- 9 — schematic) Lowenfeld.
132. What Stage Do X-ray Drawings Occur? Schematic stage age 7-9.
133. When Does Drawing Become Adult-like and Tighter and a Person Becomes Aware of Others and Becomes Critical? Realism stage age 9-12.
134. What Do Assessments Identify? Strengths, weaknesses, needs, and concerns.
135. What Are Goals? Generalized, longer-ranged expectations that determine treatment needs as well as criteria for discharge.
136. True or False: Goals Have Measures. False; goals do NOT have measures.
137. Who Should Goals be Designed With? Other members of a treatment team and the client.

147. If You Witness Another Person Do Something That You Think May Be Unethical, What Should You Do? Talk to the person directly if comfortable; otherwise report to a supervisor.
148. Boundary Crossing Stepping over professional limits within the therapeutic relationship.
149. Codes of Ethics Lists of general principles that reflect commonly held values in a profession.
150. Confidentiality Implicit agreement that the therapist will not reveal personal or medical information about the client's permission.
151. Defense Mechanisms Behaviors or thoughts that help us cope with unwanted feelings like fear, anxiety, guilt, and anger.
152. Dual Relationship Other connections between a client and a therapist in addition to the therapeutic relationship.
153. Ethical Decision-Making Model A step-by-step process of thinking through an ethical question or ethical dilemma.
154. Ethical Dilemmas When two or more principles are in conflict, and regardless of your choice, something of value is compromised.
155. Personal Boundary A limit established by a person to maintain his or her own integrity, comfort, or well-being.
156. Hypothesis An unproven theory about how something works or what will happen in a certain situation.

157. Shirley Riley Shaped educational standards for the field.
158. Helen Landgarten Assessment using photo collage; clinical art therapy.
159. Hanna Kwiatkowska Connected family therapy with a structured evaluation involving:
160. Free picture.
161. Picture of your family.
162. Abstract family portrait.
163. Scribble.
164. Joint family scribble.
165. Free scribble.
166. Janie Rhyne Gestalt art therapy.
167. Edith Kramer's Focus The creative process involved the expression of the unconscious conflicts; focus was on the process and story.
168. Harriet Wadeson (Stages)
169. Imagery: Thinking in images—preverbal.
170. Decrease defenses: More difficult to manipulate disclosures.
171. Objectification: Making a tangible object—giving it its own space.
172. Permanence: Remains the same.
173. Spatial matrix: Concurrent relationships, not linear.
174. Creative and physical energy: Increased energy when working in art.
175. Elinor Ulman Founded What? American Journal of Art Therapy.
176. What Are 4 Primary Humanistic Approaches? Phenomenological, person-centered, gestalt, spiritual.

177. What Are 4 Commonly Used Group Art Therapy Formats in Order of Least Structured to Most? Open studio; semi-structured open studio, semi-structured thematically based, thematically based.
178. What is a Key Difference Between Open Studio and Semi-Structured Open Studio? An optional intervention is provided.
179. How Did Carl Jung's Theory of Symbols Differ from Freud's? Was based on the "collective unconscious," which views symbols as universal.
180. How Did Hans Prinzhorn Contribute to the Field of Art Therapy? Collected more than 5000 pieces of art created by patients in psychiatric institutions; published a book in 1922. Linked art of the insane with children's art and folk traditions.
181. How Did Walter Morgenthaler Contribute to the Field of Art Therapy? Contemporary of Prinzhorn; psychotherapist who looked for insight into patient art; wrote "Madness and Art: The Life and Works of Adolf Wolfi."
182. What Are Two Forms of Common Projective Testing that Intersect with Art Therapy? Draw A Man, House Tree Person.
183. What Did Florence Cane Contribute to the Field of Art Therapy? She was Margaret Naumberg's sister and a teacher who supported the benefits of spontaneous art.
184. Edith Kramer's Healing Quality Art as therapy.
185. Edith Kramer's Influence Freudian Theories.
186. Edith Kramer’s Goal in Art Therapy Sublimation.

187. Edith Kramer's Role in Therapy Adjunct therapist.
188. Margaret Namburg's Role in Therapy Primary therapist.
189. Margaret Namburg's Original Influence Jung.
190. Margaret Namburg Believed... Art in therapy.
191. Florence Cane Developed... Kinesthetic warm-up.
192. Florence Cane's Book "The Artist in Each of Us."
193. Elinor Ulman's Attempt To balance "art" and the "therapy."
194. Elinor Ulman Developed Assessment called UPAP.
195. Edward Adamson's Population Patients in psychiatric hospitals.
196. Edward Adamson's Approach Studio (little interference from therapist).
197. Edward Adamson's Book "Art As Healing."
198. Erik Erikson Developed Eight stages of development.
199. Jean Piaget Developed Stages of cognitive development.