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Title: Efficacy of psychological interventions for selective mutism in children: A meta-analysis of randomized controlled trials
Contributor(s): Steains, Sophie Y (author); Malouff, John M  (author)orcid ; Schutte, Nicola S  (author)orcid 
Publication Date: 2021-11
Early Online Version: 2021-07-15
DOI: 10.1111/cch.12895
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Abstract: Background: Selective mutism is a rare childhood anxiety disorder characterized by a consistent failure to speak in certain social situations where speech is expected, despite fluent speech in other situations. The purpose of this meta-analysis was to investigate the efficacy of psychological interventions for selective mutism in randomized controlled trials (RCTs).
Methods: Five RCTs with a total of 233 participants were analysed using a randomeffects model. A quality assessment of the included studies revealed that psychometrically sound measures and treatment manuals were used across all studies.
Results: The results of the analyses showed psychological interventions to be more effective than no treatment, with the overall weighted effect size of g = 0.87, indicating a large mean treatment effect. This effect did not significantly differ with whether only selective mutism specific or nonselective mutism specific measures were included in the analysis.
Conclusions: These findings provide support for the efficacy of psychological treatment for selective mutism. Future research could examine the effects of the successful treatments identified in this meta-analysis when compared with a psychological placebo or another bona fide treatment.
Publication Type: Journal Article
Source of Publication: Child: Care, Health and Development, 47(6), p. 771-781
Publisher: Wiley-Blackwell Publishing Ltd
Place of Publication: United Kingdom
ISSN: 1365-2214
Fields of Research (FoR) 2020: 520302 Clinical psychology
Socio-Economic Objective (SEO) 2020: 200202 Evaluation of health outcomes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Psychology

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