ABPP Clinical Child & Adolescent study plan

Construct a one-page differential decision tree for the five most common childhood anxiety presentations, writing DSM-5-TR criteria from memory before checking them.

Administer and hand-score two full cognitive batteries under timed conditions using practice materials you own, then compare obtained index scores against manual norms.

Chart normative motor, language, social-cognitive, and self-regulation milestones from birth to 12 years onto a single annotated timeline.

Calculate sensitivity, specificity, and positive predictive value for one screening instrument at three different base rates, and state in writing how prevalence shifts interpretation.

Summarize parent- and teacher-report behavior rating systems, listing which scales pair with which referral questions.

Draft an intake-to-diagnosis workflow that names the top three rule-outs for each of four referral types and the data source that discriminates each one.

Match six diagnoses to specific evidence-based protocols, citing the trial or guideline supporting each match.

Rehearse three structured diagnostic interviews aloud, timing each and noting where you skipped necessary coverage.

Select progress-monitoring measures for each protocol and define the cutoff for nonresponse at week 6.

Write a treatment-plan template that links target behavior, measurable goal, intervention component, and review date.

Outline a 12-session cognitive-behavioral protocol for child anxiety, specifying parent components and between-session tasks for each session.

Sequence a behavioral parent-training curriculum across 10 sessions, naming the reinforcement and consequence procedures introduced in each.

Differentiate how the same protocol content is adapted for preschool, school-age, and adolescent clients, listing three concrete modifications per age band.

Identify contraindications and required adaptations for comorbid trauma, intellectual disability, and family instability.

Build a session-rating fidelity checklist and score your own outline against it.

Contrast onset, course, and comorbidity patterns for ADHD, autism spectrum, trauma-related, and disruptive behavior presentations in a comparison table.

Write five original vignettes in which the correct diagnosis hinges on developmental timing or informant discrepancy, and supply answers with rationale.

Describe how intervention targets shift when a disruptive behavior presentation co-occurs with language delay or learning disorder.

Identify 10 evidence-based outcome measures and state the population and age range for each.

Script a school-based feedback conference, including an opening framing statement, three data points to convey, and a response to a disagreeing parent.

Map consent, assent, and confidentiality limits for minors across therapy, assessment, and school settings, citing the relevant standard for each.

Formulate decision rules for record release, custody disputes, and mandated reporting, including who holds privilege in each situation.

Plan culturally responsive adaptations to assessment, covering measure selection, norm appropriateness, language, and interpreter use.

Practice two consultation calls with a physician and a teacher, noting how the recommendation differs by audience.

Critique three published intervention studies, stating design, comparison condition, effect size, and threat to validity for each.

Compute and interpret number needed to treat, reliable change index, and clinically significant change from a supplied pre-post dataset.

Evaluate the internal and external validity of single-case designs commonly used in child treatment research.

Apply ethics standards to assent, incentive, and confidentiality issues in child research participation.

Draft an outcome-evaluation plan naming indicators, measurement schedule, and a decision rule for program continuation.

Construct a supervision contract that specifies goals, session structure, documentation, and evaluation criteria.

Build a 10-item competency rubric spanning assessment, intervention, ethics, and cultural responsiveness, with behavioral anchors at three levels.

Record and self-rate two feedback dialogues against the rubric, then revise the weaker one.

Design a program-evaluation logic model linking inputs, activities, outputs, and child outcomes for one service.

Write a one-hour didactic outline on developmental psychopathology with learning objectives and an assessment question set.

Complete two full-length timed mock exams under exam-day conditions, scoring and logging every miss by domain and error type.

Re-teach your three weakest content areas by writing a one-page summary of each from memory, then verifying against sources.

Consolidate all prior deliverables into a single index with cross-references to each of the seven domains.

Rehearse a rapid-fire ethics and consultation drill of 25 items, targeting 90% accuracy.

Specify a maintenance plan for the two weeks before the exam, including review cadence and rest days.