About this course

Learning Objectives

• Describe the differences between testing completed by the school district and neuropsychological testing.
• Name two strategies to use during a fade in with an evaluator.
• Discuss limitations of testing when using only nonverbal measures.

Course Instructor(s)

• 

  Rachel Busman, Psy.D., ABPP

  Senior Director, Child & Adolescent Anxiety and Related Disorders Program, Cognitive Behavioral Consultants

  Rachel Busman, PsyD, ABPP is the senior director of the Child and Adolescent Anxiety and Related Disorders Center at Cognitive Behavioral Consultants. She was previously the director of the Anxiety Disorders Center and Selective Mutism Service at the Child Mind Institute. She ran Brave Buddies, an intensive treatment program for SM for many years. Dr. Busman is the former president of the Selective Mutism Association, the nation’s largest network of professionals, families, and individuals with selective mutism.

  Dr. Busman has extensive experience providing cognitive behavioral therapy (CBT) to children, teenagers and young adults struggling with anxiety disorders, school difficulties and behavioral problems. She also has specific interest and expertise in the evaluation and treatment of obsessive-compulsive disorder, separation anxiety disorder, social anxiety disorder and specific phobias. She is certified in PCIT-SM and has lectured widely on this topic. She trains others through the SMA and is passionate about her work with children and families.

• 

  Brooke Catanzaro, Psy.D

  Associate Neuropsychologist at Cognitive and Behavioral Consultants

  Dr Catanzaro is an Associate Neuropsychologist at Cognitive and Behavioral Consultants. She has worked with a range of individuals including those with a variety of neurodevelopmental concerns, including attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, language-based learning challenges, learning disabilities, and social/emotional difficulties. Dr. Catanzaro also has experience evaluating children with selective mutism and genetic disorders.

Disclosure

References

• Carpenter AL, Puliafico AC, Kurtz SM, Pincus DB, Comer JS. Extending parent-child interaction therapy for early childhood internalizing problems: new advances for an overlooked population. Clin Child Fam Psychol Rev. 2014 Dec;17(4):340-56. doi: 10.1007/s10567-014-0172-4. PMID: 25212716; PMCID: PMC4258530.
• Catchpole R, Young A, Baer S, Salih T. Examining a novel, parent child interaction therapy-informed, behavioral treatment of selective mutism. J Anxiety Disord. 2019 Aug;66:102112. doi: 10.1016/j.janxdis.2019.102112. Epub 2019 Jul 18. PMID: 31351241.
• Klein, E. R., Armstrong, S. L., & Shipon-Blum, E. (2013). Assessing Spoken Language Competence in Children With Selective Mutism: Using Parents as Test Presenters. Communication Disorders Quarterly, 34(3), 184-195. https://doi.org/10.1177/1525740112455053
• Muris, P., & Ollendick, T. H. (2021). Current Challenges in the Diagnosis and Management of Selective Mutism in Children. Psychology Research and Behavior Management, 14, 159–167. https://doi.org/10.2147/PRBM.S274538
• Mayworm, A. M., Dowdy, E., Knights, K., & Rebelez, J. (2015). Assessment and treatment of selective mutism with English language learners. Contemporary School Psychology, 19(3), 193–204. https://doi.org/10.1007/s40688-014-0035-5
• Kovac, L.M., Furr, J.M. What Teachers Should Know About Selective Mutism in Early Childhood. Early Childhood Educ J 47, 107–114 (2019). https://doi.org/10.1007/s10643-018-0905-y