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This article reviews the current state of evidence for the psychopharmacological treatment of children diagnosed with selective mutism within the context of its link to social anxiety disorder. An increased focus on potential medication treatment for this disorder has resulted from significant monetary and resource limitations in typical practice, parental choice in utilizing treatment from medical personnel, and children who fail to respond to psychosocial interventions. A total of 21 publications within the English literature were located. From these, data for only 57 children between the ages of 4 to 17 years have been reported, with the majority of studies utilizing single-case design or case study methodology. Yet, pharmacological data appear promising for treatment resistant cases of selective mutism. The need for additional research via efficacy/effectiveness methodologies remains.

Collectively, advocates for the well-being of African American children have long called for a moratorium on the use of intelligence testing for the placement of children in special education. With the 2004 reauthorization of the Individuals with Disabilities Education Act, intelligence testing is no longer required and in some states prohibited as a tool for assessing learning disabilities. As such, the purpose of this descriptive study is to give an overview of these changes and how they will affect the assessment of African American children. A national sample of African American psychology professionals was surveyed, and the majority indicated that response to intervention (RTI) methodologies alone are not sufficient for special education placement. In addition, there was uncertainty if RTI procedures will reduce African American disproportionality in special education. Results are discussed in terms of the need to increase the number of intervention articles that include African American children and recruiting more African American school psychologists.

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