scholarly journals Selective mutism and shyness. Differential diagnosis and strategies supporting child development

2020 ◽  
Author(s):  
Dorota Podgórska-Jachnik
Keyword(s):  
Differential Diagnosis ◽  
Anxiety Disorder ◽  
Public School ◽  
Inclusive Education ◽  
Educational Practice ◽  
Selective Mutism ◽  
Special Role ◽  
Dsm 5 ◽  
Therapeutic Measures ◽  
Speech Therapist

The article deals with the problem of differential diagnosis of extreme reticence or selective speech in a child, categorised as selective mutism and shyness. Selective mutism is an increasingly recognized disorder among preschool and school children. It manifests itself functionally in the sphere of speech and communication, but in relation to the anxiety factor. As an anxiety disorder, it is categorised in the latest medical classifications ICD-11 and DSM-5, and therefore, primarily psychological or psychiatric therapeutic intervention could be expected. The specificity of the pathomechanism of selective mutism, however, requires interdisciplinary activities, with a room for a speech therapist, a special pedagogue (e.g. at a public school as a supporting teacher), any other pedagogue working with the child (educator, teacher of integrated classes, subject teacher), other specialists (therapist pedagogue, physiotherapist), as well as the parents. The speech therapist may play a special role in the diagnosis of mutism in the conditions of inclusive education, as he will probably be the first specialist who will receive a child who is not speaking or very taciturn at a public school. In the article, the diagnosis of selective mutism is associated with the differential diagnosis of shyness, which may not be treated as a disorder, but only a certain personality trait, but with incompetent pedagogical support in everyday educational practice it can lead to more serious difficulties, including logophobia and mutism. The diagnosis of mutism requires specialised therapeutic measures, but with the awareness of the differences in the situations of a shy child and a child with mutism, it is worth learning some supportive strategies that are useful in both cases.

Selective Mutism

2018 ◽  
pp. 363-380
Author(s):  
Charu Kriti
Keyword(s):  
Anxiety Disorder ◽  
Case Studies ◽  
Diagnostic Criteria ◽  
Selective Mutism ◽  
Potential Threat ◽  
Dsm 5 ◽  
Social Settings ◽  
The Social ◽  
Long Time ◽  
The Individual

Selective mutism is a disorder that is characterized by a failure to speak in certain social settings, like the school, while speaking normally in other settings, like home. The settings in which the failure to speak occur are those where speech is expected from the individual. It is a disorder that onsets in childhood, and if left untreated, may go well into adolescence. For a very long time, this disorder has been overlooked and understudied. Though rare, the disorder may pose a potential threat to the social and academic development of a child suffering from it. The DSM-5 has classified selective mutism as an anxiety disorder. The present chapter intends to cover the psychosocial approach to the disorder, the diagnostic criteria, the etiology, the treatment of the disorder, and the management by respective caregivers. An analysis of case studies has also been given in the chapter.

scholarly journals Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder

2021 ◽  
Author(s):  
Peter Muris ◽  
Thomas H. Ollendick
Keyword(s):  
Autism Spectrum Disorder ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Selective Mutism ◽  
Autism Spectrum ◽  
Classification Systems ◽  
Spectrum Disorder ◽  
Special Role ◽  
Social Difficulties

AbstractIn current classification systems, selective mutism (SM) is included in the broad anxiety disorders category. Indeed, there is abundant evidence showing that anxiety, and social anxiety in particular, is a prominent feature of SM. In this article, we point out that autism spectrum problems in addition to anxiety problems are sometimes also implicated in SM. To build our case, we summarize evidence showing that SM, social anxiety disorder (SAD), and autism spectrum disorder (ASD) are allied clinical conditions and share communalities in the realm of social difficulties. Following this, we address the role of a prototypical class of ASD symptoms, restricted and repetitive behaviors and interests (RRBIs), which are hypothesized to play a special role in the preservation and exacerbation of social difficulties. We then substantiate our point that SM is sometimes more than an anxiety disorder by addressing its special link with ASD in more detail. Finally, we close by noting that the possible involvement of ASD in SM has a number of consequences for clinical practice with regard to its classification, assessment, and treatment of children with SM and highlight a number of directions for future research.

Comparison of the DSM–5 and ICD–10: panic and other anxiety disorders

CNS Spectrums ◽  
2017 ◽  
Vol 22 (5) ◽  
pp. 404-406 ◽  
Author(s):  
Borwin Bandelow
Keyword(s):  
Anxiety Disorder ◽  
Mental Disorders ◽  
Anxiety Disorders ◽  
Selective Mutism ◽  
International Classification Of Diseases ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Classification Of Diseases ◽  
Icd 10

Anxiety disorders are the most prevalent mental disorders and are associated with substantial healthcare costs and a high burden of disease. In this article, changes in the new Diagnostic and Statistical Manual for Mental Disorders (the DSM–5) with respect to panic disorder/agoraphobia, generalized anxiety disorder, social anxiety disorder, specific phobias, and selective mutism are compared with the International Classification of Diseases (ICD–10) system.

Historische Entwicklung, Diagnostik und Klassifikation der Somatoformen Störungen – Vergleich von ICD-10, DSM-IV-TR und DSM-5

2014 ◽  
Vol 11 (03) ◽  
pp. 149-155
Author(s):  
M. Zaudig
Keyword(s):  
Anxiety Disorder ◽  
Somatic Symptom ◽  
Somatic Symptom Disorder ◽  
Historische Entwicklung ◽  
Dsm 5 ◽  
Illness Anxiety Disorder ◽  
Icd 10 ◽  
Dsm Iv ◽  
Illness Anxiety

ZusammenfassungDer vorliegende Artikel beschreibt die aktuellen diagnostischen Entwicklungen im Bereich der Somatoformen Störung unter Zugrundelegung der aktuellen S3-Leitlinien für „Nichtspezifische funktionelle und somatoforme Körperbeschwerden“ und der historischen Entwicklung der Somatoformen Störungen (einschließlich der Hypochondrie). Neben einem Vergleich von ICD-10 mit DSM-IV-TR und DSM-5 werden die neuen Kriterien für Somatic Symptom Disorder und Illness Anxiety Disorder (vormals Hypochondrie) nach DSM-5 vorgestellt und diskutiert.

scholarly journals How does music performance anxiety relate to other anxiety disorders?

2021 ◽  
pp. 030573562098860
Author(s):  
Anna Wiedemann ◽  
Daniel Vogel ◽  
Catharina Voss ◽  
Jana Hoyer
Keyword(s):  
Cluster Analysis ◽  
Anxiety Disorder ◽  
Anxiety Disorders ◽  
Graphical Model ◽  
Music Performance ◽  
Performance Anxiety ◽  
Separation Anxiety Disorder ◽  
Systematic Analysis ◽  
Music Performance Anxiety ◽  
Dsm 5

Music performance anxiety (MPA) is considered a social anxiety disorder (SAD). Recent conceptualizations, however, challenge existing MPA definitions, distinguishing MPA from SAD. In this study, we aim to provide a systematic analysis of MPA interdependencies to other anxiety disorders through graphical modeling and cluster analysis. Participants were 82 music students ( Mage = 23.5 years, SD = 3.4 years; 69.5% women) with the majority being vocal (30.5%), string (24.4%), or piano (19.5%) students. MPA was measured using the German version of the Kenny Music Performance Anxiety Inventory (K-MPAI). All participants were tested for anxiety-related symptoms using the disorder-specific anxiety measures of the Diagnostic and Statistical Manual of Mental Disorders (5th ed., DSM-5), including agoraphobia (AG), generalized anxiety disorder (GAD), panic disorder (PD), separation anxiety disorder (SEP), specific phobia (SP), SAD, and illness anxiety disorder (ILL). We found no evidence of MPA being primarily connected to SAD, finding GAD acted as a full mediator between MPA and any other anxiety type. Our graphical model remained unchanged considering severe cases of MPA only (K-MPAI ⩾ 105). By means of cluster analysis, we identified two participant sub-groups of differing anxiety profiles. Participants with pathological anxiety consistently showed more severe MPA. Our findings suggest that GAD is the strongest predictor for MPA among all major DSM-5 anxiety types.

Treatment Modifications Based on Childhood Anxiety Diagnosis: Demonstrating the Flexibility in Manualized Treatment

2006 ◽  
Vol 20 (3) ◽  
pp. 275-286 ◽  
Author(s):  
Rachel L. Grover ◽  
Alicia A. Hughes ◽  
R. Lindsey Bergman ◽  
Julie Newman Kingery
Keyword(s):  
Anxiety Disorder ◽  
Behavioral Treatment ◽  
Relaxation Training ◽  
School Personnel ◽  
Selective Mutism ◽  
Childhood Anxiety ◽  
Separation Anxiety Disorder ◽  
Cognitive Behavioral ◽  
Treatment Manual ◽  
Cognitive Behavioral Treatment

The current article presents suggestions for modifications to common manualized treatments to tailor the interventions to specific anxiety diagnoses and common comorbid diagnoses. The authors utilize one cognitive-behavioral treatment manual (Coping Cat; Kendall, 2000) to demonstrate appropriate clinical accommodations. As the majority of cognitive-behavioral treatment manuals contain both skill (e.g., relaxation training, cognitive restructuring, problem solving) and exposure components, suggestions for accommodations are grouped into relevant skill or exposure sections. Recommended modifications include a focus on imaginal exposure for generalized anxiety disorder, involvement of parents in the treatment of separation anxiety disorder, completion of a variety of in vivo exposures for social phobia, and involvement of school personnel in the treatment of selective mutism. Brief recommendations are also included for common comorbid symptoms of depression and attention-deficit/hyperactivity disorder.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Treatment of subhepatic abscess due to complicated perforation of gastric ulcer

2020 ◽  
Vol 174 (2) ◽  
pp. 95-98
Author(s):  
A. G. Korotkevich ◽  
S. A. Yaroshchuk ◽  
A. S. Leontyev ◽  
S. A. May ◽  
A. A. Bersenev
Keyword(s):  
Differential Diagnosis ◽  
Gastric Ulcer ◽  
Conservative Treatment ◽  
Minimally Invasive ◽  
Abdominal Abscesses ◽  
Early Use ◽  
Late Treatment ◽  
Therapeutic Measures ◽  
Subhepatic Abscess ◽  
Main Strategy

Formation of abdominal abscesses with perforated ulcers of the stomach and duodenum with conservative treatment ranges from 3% to 14%. The main strategy for their treatment is a minimally invasive puncture treatment. A case of a patient’s late treatment of 56 years with a perforated giant gastric ulcer, the formation of a subhepatic abscess and its drainage into the lumen of the stomach is presented. Used methods of drainage of an abscess through a mini-access under the control of gastroscopy. A complex of therapeutic measures has been described, which allowed for the obliteration of an abscess cavity and the healing of a giant stomach ulcer within a month. It is concluded that the need for early use of gastroscopy in the differential diagnosis of perforated ulcers.

scholarly journals Music performance anxiety and its anxiety correlates

2019 ◽  
Author(s):  
Anna Wiedemann ◽  
Daniel Vogel ◽  
Catharina Voss ◽  
Jana Hoyer
Keyword(s):  
Cluster Analysis ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Graphical Model ◽  
Music Performance ◽  
Performance Anxiety ◽  
Separation Anxiety Disorder ◽  
Music Performance Anxiety ◽  
Dsm 5

Music performance anxiety (MPA) is considered a social anxiety disorder (SAD). Recent conceptualisations, however, challenge existing MPA definitions, distinguishing MPA from SAD. In this study, we aim to provide a systematic analysis of MPA interdependencies to other anxiety disorders through graphical modeling and cluster analysis. Participants were 82 music students (Mage=23.5 years, SD=3.4; 69.5% women) with the majority being vocal (30.5%), string (24.4%) or piano (19.5%) students. MPA was measured using the German version of the Kenny Music Performance Anxiety Inventory (K-MPAI). All participants were tested for anxiety-related symptoms using the disorder-specific anxiety measures of the DSM-5, including agoraphobia (AG), generalised anxiety disorder (GAD), panic disorder (PD), separation anxiety disorder (SEP), specific phobia (SP), social anxiety disorder (SAD) and illness anxiety disorder (ILL). We found no evidence of MPA being primarily connected to SAD, finding GAD acted as a full mediator between MPA and any other anxiety type. Our graphical model remained unchanged considering severe cases of MPA only (K-MPAI≥105). By means of cluster analysis, we identified two participant sub-groups of differing anxiety profiles. Participants with pathological anxiety consistently showed more severe MPA. Our findings suggest that GAD is the strongest predictor for MPA amongst all major DSM-5 anxiety types.

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