1
Q
Front
A
Back
2
Q
What is the core feature of selective mutism (SM)?
A
Mnemonic: ‘Can talk, won’t talk (there).’ Child has normal speech in safe settings (home) but consistently does not speak in specific settings (e.g., school) despite ability.
3
Q
Typical age of onset for selective mutism?
A
Mnemonic: ‘Preschool pause.’ Often emerges or is noticed between ages 3–5 when social demands increase.
4
Q
Why was ‘elective mutism’ a misleading term?
A
Mnemonic: ‘Not a choice, a choke.’ It implied willful refusal instead of anxiety-driven inhibition.
5
Q
How common is selective mutism?
A
Mnemonic: ‘Up to 2 in 100.’ Roughly up to 2% of children may meet criteria at a given time.
6
Q
How is SM classified in DSM-5?
A
Mnemonic: ‘Filed under fear.’ It is classified as an anxiety disorder.
7
Q
Common temperament in SM?
A
Mnemonic: ‘BI child.’ Behaviorally inhibited, shy, cautious, sensitive.
8
Q
Key functional impact of SM?
A
Mnemonic: ‘3 S’s.’ School achievement, Social development, Self-esteem are all hit.
9
Q
Why is early intervention in SM critical?
A
Mnemonic: ‘Mute now, marks later.’ Early treatment can reduce chronic anxiety and functional fallout.
10
Q
What long-term pattern may persist even after SM remits?
A
Mnemonic: ‘Quieter adulthood.’ Greater social anxiety, less independence, reduced confidence.
11
Q
Core family message about the child’s silence?
A
Mnemonic: ‘Frozen, not defiant.’ Emphasize anxiety, not oppositionality.
12
Q
Dominant etiologic model for SM?
A
Mnemonic: ‘Anxiety at the mic.’ SM is viewed primarily as a severe, context-bound social anxiety phenomenon.
13
Q
Behavioral explanation of SM maintenance?
A
Mnemonic: ‘Freeze to flee.’ Silence is negatively reinforced as it helps the child escape feared speaking demands.
14
Q
What is ‘behavioral inhibition’ in SM?
A
Mnemonic: ‘Built-in brakes.’ A temperamental tendency to withdraw in novel or evaluative settings.
15
Q
Why does considering SM behaviorally help treatment?
A
Mnemonic: ‘Model → Map.’ It directly points to graded exposure and contingency management.
16
Q
How is SM distinct from typical social anxiety onset?
A
Mnemonic: ‘Earlier and narrower.’ SM starts younger and centers on speech in specific contexts.
17
Q
Role of family anxiety in SM?
A
Mnemonic: ‘Anxious echoes.’ Anxious or overprotective family responses can reinforce avoidance.
18
Q
Why avoid assuming trauma as the sole cause?
A
Mnemonic: ‘Sometimes scars, often temperament.’ Trauma may contribute but is not required.
19
Q
What is the key avoidance behavior in SM?
A
Mnemonic: ‘Silence as shield.’ Not speaking to avoid scrutiny or evaluation.
20
Q
Cycle that maintains SM in school?
A
Mnemonic: ‘Ask → freeze → teachers stop.’ Adult backing off removes demand, reinforcing mutism.
21
Q
Why can SM kids still enjoy peers?
A
Mnemonic: ‘Social, just silent.’ They may like social contact but only on nonverbal terms.
22
Q
DSM-5 criterion A for SM?
A
Mnemonic: ‘Expected words, empty air.’ Consistent failure to speak in expected situations despite speaking elsewhere.
23
Q
DSM-5 criterion B for SM?
A
Mnemonic: ‘Silence costs.’ Mutism interferes with educational or social functioning.
24
Q
DSM-5 criterion C for SM?
A
Mnemonic: ‘More than a month.’ Duration ≥1 month, not limited to first school month.
25
DSM-5 criterion D for SM?
Mnemonic: 'Knows the lingo.' Not due to lack of knowledge/comfort with required language.
26
DSM-5 criterion E for SM?
Mnemonic: 'Not a different disorder.' Not better explained by communication disorder, ASD, schizophrenia, or another psychotic disorder.
27
ICD-11 core description echo?
Mnemonic: 'Same song.' Adequate language in some settings, consistent failure in others, ≥1 month, impairment, not language deficit.
28
Key diagnostic hallmark across systems?
Mnemonic: 'Capacity present, context-bound block.'
29
Why exclude only the first month of school?
Mnemonic: 'Warm-up window.' Normal adjustment quietness should not be pathologized.
30
Question to distinguish SM from shyness?
Mnemonic: 'Can they ever chat?' True SM shows striking, consistent non-speech in key settings despite fluent speech elsewhere.
31
Key pitfall: pathologizing adaptive guardedness?
Mnemonic: 'Context counts.' Don’t label realistic mistrust in unsafe environments as SM.
32
First branch in SM differential?
Mnemonic: 'Language first.' Ensure mutism is not due to limited second-language proficiency.
33
How to separate SM from language disorder?
Mnemonic: 'Check home talk.' Normal fluent speech at home argues against primary language disorder.
34
How to separate SM from speech sound disorder?
Mnemonic: 'Odd sounds vs no sounds.' Speech-sound disorder shows articulation issues, not selective silence with normal speech elsewhere.
35
How to separate SM from ASD?
Mnemonic: 'Global vs local.' ASD has pervasive social-communication deficits, not purely situational speech inhibition.
36
How to separate SM from psychotic disorders?
Mnemonic: 'Plus psychosis signs.' SM lacks hallucinations/delusions and shows normal speech in safe settings.
37
What is the 'silent period' in second-language learning?
Mnemonic: 'New language hush.' Transient normal phase when adapting to new language; unlike persistent SM.
38
Most common comorbid diagnosis with SM?
Mnemonic: 'Social anxiety twin.' Social anxiety disorder.
39
Other anxiety comorbidities?
Mnemonic: 'Separation & specific.' Separation anxiety disorder and specific phobias.
40
Overlap noted with autism spectrum in some samples?
Mnemonic: 'Check spectrum shadows.' A subset with SM also meets ASD criteria; tease apart carefully.
41
Oppositional behavior in SM?
Mnemonic: 'Looks 'no', is 'too scared'.' Defiance often situation-bound and anxiety-driven.
42
Key info source for SM diagnosis?
Mnemonic: 'Parents’ phone cam.' Caregiver report + videos showing normal speech at home.
43
Why check hearing and oral-motor function?
Mnemonic: 'Rule out can’t.' Ensure they physically can speak.
44
Essential mapping question set?
Mnemonic: 'Who/Where/When.' Identify exactly with whom and where the child is mute.
45
Why ask about bullying and humiliation?
Mnemonic: 'Words that wounded.' Such experiences can trigger or reinforce SM.
46
Purpose of Selective Mutism Questionnaire (SMQ)?
Mnemonic: 'Score the silence at home & beyond.' Parent-rated severity and interference.
47
Purpose of School Speech Questionnaire (SSQ)?
Mnemonic: 'Teacher telescope.' Teacher-rated classroom speech frequency.
48
What does a low SMQ/SSQ score mean?
Mnemonic: 'Lower = less voice.' Greater severity of mutism.
49
What is the Frankfurt Scale of Selective Mutism (FSSM)?
Mnemonic: 'Full-frame FSSM.' Parent-based tool with good reliability for diagnosis/severity.
50
Are any instruments stand-alone diagnostic?
Mnemonic: 'No single oracle.' Use scales plus clinical judgement.
51
Why repeat scales over time?
Mnemonic: 'Track thaw.' Monitor treatment response across settings.
52
Global treatment pillars for SM?
Mnemonic: '3 P’s.' Psychoeducation, Psychological (CBT/exposure), Pharmacologic adjuncts when needed.
53
Key stance when talking to parents/teachers?
Mnemonic: 'No blame, clear frame.' Emphasize anxiety model and collaborative plan.
54
Core behavioral strategy?
Mnemonic: 'Graded voice ladder.' Stepwise exposure to speaking tasks from easiest to hardest.
55
What is 'defocused communication'?
Mnemonic: 'Side-by-side, not spotlight.' Sit beside, focus on shared activity, avoid intense eye contact or rapid-fire questions.
56
Why treat in naturalistic settings (home/school)?
Mnemonic: 'Practice where the fear lives.' In-vivo gains generalize better.
57
Six-step exposure arc (Oerbeck-style) shorthand?
Mnemonic: 'Parent room → alone → teacher → small group → class.' Gradually expanding audience and context.
58
Role of contingency management?
Mnemonic: 'Reward brave voice.' Immediate, specific reinforcement for any speech attempts.
59
What is video self-modeling in SM?
Mnemonic: 'See self speak.' Show edited clips of successful speech + reinforce.
60
Why integrate enjoyable activities?
Mnemonic: 'Joyful play, not drill.' Speaking is woven into intrinsically fun tasks.
61
Negative predictors of response in Oerbeck data?
Mnemonic: 'Older, harsher, history.' Older age, greater severity, family SM history linked to worse outcomes.
62
What do WFSBP guidelines say about CBT for SM?
Mnemonic: 'Evidence D: Don’t despair.' Evidence labeled very limited; still weakly recommended due to clinical sense.
63
Which meds have some evidence in SM?
Mnemonic: 'Old MAOI, four SSRIs.' Phenelzine; fluoxetine, sertraline, citalopram, escitalopram (mostly case/small trials).
64
Evidence level assigned to SSRIs/phenelzine in SM?
Mnemonic: 'C is for cautious.' Weak evidence; weak recommendation.
65
Most studied SSRI in SM?
Mnemonic: 'Fluox-first.' Fluoxetine has the strongest, though limited, data.
66
Why might SSRIs help SM?
Mnemonic: 'Turn down terror.' Reduce underlying social anxiety, allowing exposures to work.
67
Key SSRI risk highlighted?
Mnemonic: 'Watch the switch.' Rare cases of SSRI-induced mania reported; monitor mood.
68
Why are benzodiazepines discouraged?
Mnemonic: 'Calm now, cost later.' Poor evidence, cognitive/behavioral side effects, dependence risk in kids.
69
Medication principle for SM?
Mnemonic: 'Pills support, not substitute.' Used as adjuncts to structured behavioral work.
70
When to consider SSRIs?
Mnemonic: 'Severe, stuck, or stacked anxiety.' Marked impairment, comorbid anxiety, or poor response to behavioral interventions.
71
Overall treatment mantra?
Mnemonic: 'Early, gentle, persistent.' Start early, use compassionate exposure, coordinate across home and school.
72
Integrative clinical pearl #71 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
73
Integrative clinical pearl #72 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
74
Integrative clinical pearl #73 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
75
Integrative clinical pearl #74 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
76
Integrative clinical pearl #75 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
77
Integrative clinical pearl #76 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
78
Integrative clinical pearl #77 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
79
Integrative clinical pearl #78 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
80
Integrative clinical pearl #79 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
81
Integrative clinical pearl #80 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
82
Integrative clinical pearl #81 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
83
Integrative clinical pearl #82 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
84
Integrative clinical pearl #83 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
85
Integrative clinical pearl #84 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
86
Integrative clinical pearl #85 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
87
Integrative clinical pearl #86 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
88
Integrative clinical pearl #87 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
89
Integrative clinical pearl #88 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
90
Integrative clinical pearl #89 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
91
Integrative clinical pearl #90 for selective mutism?
Mnemonic: 'Alliance before demand.' Protect the relationship while you gently challenge avoidance; small gains matter.
92
Front
Back
93
What is selective mutism?
A childhood anxiety disorder characterized by consistent failure to speak in specific social situations despite normal speech in other settings.
94
Typical age when selective mutism becomes apparent?
Between 3 and 5 years, as children face demands to speak outside the home.
95
Why was the term 'elective mutism' abandoned?
It incorrectly implied a voluntary refusal to speak rather than anxiety-based inhibition.
96
Estimated prevalence of selective mutism?
Up to approximately 2% of children in some samples.
97
How is selective mutism classified in DSM-5?
As an anxiety disorder.
98
Common associated temperament in selective mutism?
Shy, behaviorally inhibited, cautious, sensitive, and clingy.
99
How can selective mutism affect development?
It impairs academic performance, peer relationships, and self-confidence.
100
What is known about long-term outcomes of SM?
Many improve speech with age, but elevated anxiety and functional difficulties can persist.
101
Why is early treatment of SM emphasized?
Early intervention improves the chance of remission and reduces long-term impairment.
102
What key message should parents hear about the child’s behavior?
The child is anxious and frozen, not oppositional, stubborn, or manipulative.
103
What is the dominant etiologic view of SM?
That it is primarily an anxiety disorder, often related to social anxiety.
104
How does behavioral theory explain SM?
Silence is maintained by negative reinforcement; avoiding speech reduces immediate distress and thus persists.
105
What is behavioral inhibition and its relevance to SM?
A temperamental tendency to withdraw in novel/evaluative situations; common among children with SM.
106
What role can family anxiety patterns play in SM?
Anxious or overprotective responses can inadvertently reinforce avoidance and silence.
107
Is trauma required for SM to develop?
No; trauma may contribute in some cases but is not necessary.
108
How does SM differ clinically from typical social anxiety?
Younger onset and striking, situation-specific mutism rather than generalized verbal avoidance.
109
Why is SM considered an avoidance strategy?
Because mutism allows the child to escape or prevent feared social interaction demands.
110
What school dynamic often maintains SM?
Teachers stop calling on the child to protect them from distress, reinforcing silence.
111
Can children with SM enjoy social contact?
Yes; many enjoy peers and activities as long as speech is not demanded.
112
Why is a multimodal formulation encouraged?
Because SM can reflect anxiety, learning processes, language issues, and developmental traits.
113
DSM-5: what defines the speaking pattern in SM?
Consistent failure to speak in specific social situations where speech is expected, with normal speech in other settings.
114
DSM-5: what is required regarding impairment in SM?
The disturbance interferes with educational or occupational achievement or social communication.
115
DSM-5: what is the minimum duration for SM?
At least one month, not limited to the first month of school.
116
DSM-5: what language condition must be excluded?
Failure to speak cannot be due to lack of knowledge or comfort with the required language.
117
DSM-5: which other conditions must not better explain SM?
Communication disorders, autism spectrum disorder, schizophrenia, or another psychotic disorder.
118
How does ICD-11 define SM?
Similar to DSM-5: consistent selectivity of speech despite competence, lasting ≥1 month with impairment, not due to language deficit.
119
What core feature differentiates SM from mere shyness?
Marked, persistent silence in key settings despite clear ability and need to speak.
120
Why must contextual factors be considered in diagnosing SM?
To avoid mislabeling adaptive guardedness or second-language adaptation as pathology.
121
Can SM and social anxiety disorder be diagnosed together?
Yes, when both full sets of criteria are met.
122
What is essential before confirming SM?
A thorough history establishing selective, not global, speech failure and demonstrating capacity to speak elsewhere.
123
How do you distinguish SM from a language disorder?
Children with SM speak normally in at least one setting; language disorders show deficits across settings.
124
How does SM differ from a speech sound disorder?
Speech sound disorders involve articulation problems, not selective absence of speech where ability exists.
125
How does SM differ from autism spectrum disorder?
ASD involves pervasive social-communication deficits and restricted behaviors; SM shows normal communication in safe contexts.
126
How does SM differ from psychotic disorders?
Psychotic disorders feature hallucinations/delusions and broader functional decline; SM children speak normally in non-anxious settings.
127
What is the 'silent period' in bilingual children?
A normal temporary reduction in speech while acquiring a second language; usually self-limited.
128
When should intellectual disability be considered instead of SM?
When communication and adaptive deficits are global, not context-specific.
129
Most common comorbid disorder with SM?
Social anxiety disorder.
130
Other anxiety disorders commonly comorbid?
Separation anxiety disorder and specific phobias.
131
What has research shown about SM and autism overlap?
A substantial minority in specialized ASD clinics met criteria for both; careful differential is required.
132
Can oppositional behaviors co-occur with SM?
Yes, often situation-specific and linked to the same anxiety-provoking contexts.
133
Key components of SM assessment?
Developmental, medical, language, trauma, and family history; mapping speech across settings; observation; collateral reports.
134
Why is caregiver video of the child speaking useful?
It documents speech ability and helps rule out language or motor deficits.
135
Why evaluate hearing and oral-motor function in SM?
To exclude conditions that prevent speech production.
136
What questions clarify setting-specific mutism?
Who the child speaks to, in which locations, and under what conditions.
137
What is the Selective Mutism Questionnaire (SMQ)?
A parent-report scale measuring frequency and impairment of SM behaviors.
138
What is the School Speech Questionnaire (SSQ)?
A teacher-report measure of the child’s speech and communication in the classroom.
139
How are SMQ/SSQ scores interpreted?
Lower scores indicate less speech and more severe SM.
140
What is the Frankfurt Scale of Selective Mutism (FSSM)?
A structured parent-rated instrument with good psychometrics for SM diagnosis and severity.
141
Are any SM instruments sufficient alone for diagnosis?
No; they support but do not replace clinical evaluation.
142
Why repeat rating scales over time?
To track symptom change and treatment response.
143
Why ask directly about bullying or humiliation?
These experiences may precipitate or maintain mutism.
144
Why clarify primary language use at home and school?
To distinguish SM from second-language-related silence.
145
What are the main treatment modalities for SM?
Psychoeducation, behavioral/CBT-based interventions, school collaboration, family work, and sometimes pharmacotherapy.
146
What stance should clinicians take with SM children?
Calm, supportive, low-pressure, and non-shaming.
147
What is 'defocused communication'?
A technique reducing direct pressure to speak by focusing on shared activities and minimizing intense eye contact.
148
Why is graded exposure central in SM treatment?
Because SM is maintained by avoidance; gradual speaking tasks reduce fear and build mastery.
149
What is the Oerbeck home- and school-based model?
A structured program using defocused communication plus staged exposure across home and school settings.
150
What did Oerbeck’s long-term follow-up suggest?
Most treated children no longer met SM criteria at 5 years; older age, severity, and family history predicted poorer outcomes.
151
How is contingency management used in SM?
By reinforcing brave speech attempts with immediate, meaningful rewards.
152
What is video self-modeling in SM?
Showing edited clips of the child successfully speaking to increase confidence and expectation of success.
153
Why might joyful, play-based tasks be preferred?
They reduce pressure and integrate speech into intrinsically rewarding activities.
154
How can family therapy help?
By addressing parental anxiety, interaction patterns, and expectations around speech.
155
What resource can clinicians share with families?
The Selective Mutism Association’s educational materials and provider directory.
156
What do WFSBP guidelines conclude about CBT for SM?
They rate the evidence as very limited and give a weak recommendation, though clinical practice still favors CBT-style approaches.
157
What is the evidence level for SSRIs and phenelzine in SM?
Weak (based on small trials and case reports), leading to cautious, weak recommendations.
158
Which SSRI has the most supporting data in SM?
Fluoxetine.
159
Why might SSRIs be considered in SM?
To reduce severe underlying anxiety and facilitate participation in behavioral interventions.
160
What important risk is noted with SSRIs?
Possibility of behavioral activation or mania; careful monitoring is required.
161
Are benzodiazepines recommended for SM?
Generally no; they lack evidence and pose risks of cognitive effects and dependence.
162
What is the overall role of medication in SM?
Adjunctive, reserved for more severe, impairing, or treatment-resistant cases, alongside behavioral work.
163
What guides choice to start medication?
Severity, comorbid anxiety, functional impairment, past treatment attempts, and family preference.
164
Why is cross-setting collaboration crucial in SM treatment?
Because success depends on consistent strategies at home, school, and clinic.
165
What is a realistic goal of SM treatment?
Functional speech across key settings and reduced anxiety, acknowledging some residual shyness may remain.
166
What is an integrative clinical reminder #74 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
167
What is an integrative clinical reminder #75 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
168
What is an integrative clinical reminder #76 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
169
What is an integrative clinical reminder #77 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
170
What is an integrative clinical reminder #78 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
171
What is an integrative clinical reminder #79 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
172
What is an integrative clinical reminder #80 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
173
What is an integrative clinical reminder #81 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
174
What is an integrative clinical reminder #82 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
175
What is an integrative clinical reminder #83 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
176
What is an integrative clinical reminder #84 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
177
What is an integrative clinical reminder #85 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
178
What is an integrative clinical reminder #86 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
179
What is an integrative clinical reminder #87 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
180
What is an integrative clinical reminder #88 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
181
What is an integrative clinical reminder #89 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
182
What is an integrative clinical reminder #90 for SM care?
Balance validation of the child’s anxiety with gentle expectations for participation; small steps in real-world settings accumulate into durable change.
CME
flashcards
Decks in class (19)
# Cards
-
Auveilty150
-
Cobenfy91
-
prolonged grief disorder176
-
hypnotic Z drugs182
-
Enuresis and Encopresis182
-
TMS182
-
Major Depressive Disorder: Augmentation Treatments182
-
Paranoid personailty disorder182
-
selective mutism182
-
Lithium: During Pregnancy and Delivery182
-
Non-REM Sleep Arousal Disorder: Sleep Walking and Sleep Terror182
-
Hallucinogenic Substance Use Disorders182
-
Alzheimer’s Disease182
-
Buprenorphine Initiation & Management182
-
Agoraphobia182
-
Derealization/ Depersonalization disorder182
-
Circadian Rhythm Sleep-Wake Disorders182
-
Dissociative Amnesia182
-
ect182
