Early intervention in ASD US Medical PG Practice Questions and MCQs
Practice US Medical PG questions for Early intervention in ASD. These multiple choice questions (MCQs) cover important concepts and help you prepare for your exams.
Early intervention in ASD US Medical PG Question 1: A mother brings her 3-year-old son to the doctor because she is worried that he might be harming himself by constantly banging his head on the wall. He has been exhibiting this behavior for a few months. She is also worried because he has started to speak less than he used to and does not respond when his name is called. He seems aloof during playtime with other children and seems to have lost interest in most of his toys. What is the most likely diagnosis?
- A. Autism spectrum disorder (Correct Answer)
- B. Attention deficit hyperactivity disorder
- C. Generalized anxiety disorder
- D. Bipolar disorder
- E. Obsessive-compulsive disorder
Early intervention in ASD Explanation: ***Autism spectrum disorder***
- The child's symptoms of **head banging** (a repetitive, self-stimulatory behavior), **decreased speech**, **lack of response to his name**, **social aloofness**, and **loss of interest in toys** are classic indicators of **Autism Spectrum Disorder (ASD)**.
- ASD involves persistent deficits in **social communication and interaction** across multiple contexts, as well as **restricted, repetitive patterns of behavior, interests, or activities**.
*Attention deficit hyperactivity disorder*
- **ADHD** is characterized primarily by **inattention, hyperactivity, and impulsivity**, which are not the prominent or primary concerns described in this case.
- While children with ADHD may have social difficulties, their core symptoms do not typically include severe **social aloofness, communication regression**, or **self-injurious repetitive behaviors** like head banging.
*Generalized anxiety disorder*
- **Generalized anxiety disorder (GAD)** in children typically presents with excessive worry about multiple events or activities, often accompanied by **physical symptoms of anxiety** such as restlessness, fatigue, and difficulty concentrating.
- It does not explain the **communication regression, social deficits**, or **stereotypical behaviors** like head banging observed in this child.
*Bipolar disorder*
- **Bipolar disorder** in children often manifests with severe mood dysregulation, including distinct periods of **elevated or irritable mood (mania/hypomania)** and depression.
- The symptoms described, such as social withdrawal and communication difficulties, are not characteristic of the primary presentations of bipolar disorder.
*Obsessive-compulsive disorder*
- **OCD** is characterized by the presence of **obsessions (recurrent, persistent thoughts, urges, or images)** and/or **compulsions (repetitive behaviors or mental acts)**.
- While head banging can be a repetitive behavior, the broader constellation of symptoms, including social and communication deficits, is not typical of primary OCD in young children.
Early intervention in ASD US Medical PG Question 2: A 4-year-old boy is brought to the physician by his parents because of concerns about his behavior during the past year. His parents report that he often fails to answer when they call him and has regular unprovoked episodes of crying and screaming. At kindergarten, he can follow and participate in group activities, but does not follow his teacher's instructions when these are given to him directly. He is otherwise cheerful and maintains eye contact when spoken to but does not respond when engaged in play. He gets along well with friends and family. He started walking at the age of 11 months and can speak in two-to-three-word phrases. He often mispronounces words. Which of the following is the most likely diagnosis?
- A. Selective mutism
- B. Hearing impairment (Correct Answer)
- C. Conduct disorder
- D. Specific-learning disorder
- E. Autistic spectrum disorder
Early intervention in ASD Explanation: ***Hearing impairment***
- The child's inconsistent response to being called, failure to follow direct instructions, and unprovoked crying and screaming, despite maintaining eye contact and having normal social interactions, are all suggestive of a **hearing impairment**.
- His delayed and unusual speech patterns (two-to-three-word phrases, mispronouncing words) for his age further points to **auditory processing difficulties** due to hearing loss.
*Selective mutism*
- This condition involves a consistent failure to speak in specific social situations where speaking is expected, despite speaking in other situations. The child's issue is with comprehending and responding to speech, not with speaking itself.
- The behavior observed (not responding to calls or direct instructions) is more indicative of an inability to hear rather than a choice not to speak.
*Conduct disorder*
- Conduct disorder is characterized by a persistent pattern of behavior that violates the rights of others and major societal norms appropriate for the individual's age.
- The child's symptoms do not include aggression, destruction of property, deceitfulness, or serious rule violations and he gets along well with friends and family.
*Specific-learning disorder*
- A specific learning disorder involves difficulties with academic skills, despite normal intelligence. While he has speech difficulties, he can participate in group activities, and there is no information about his academic performance.
- The primary concern here is his inability to respond to auditory input, which precedes and likely causes any potential learning difficulties rather than being a learning disorder itself.
*Autistic spectrum disorder*
- Autism spectrum disorder is characterized by persistent deficits in social communication and social interaction across multiple contexts, and restricted, repetitive patterns of behavior, interests, or activities.
- This child maintains eye contact, is cheerful, gets along well with friends and family, and can participate in group activities, which argues against significant **social communication deficits** typical of autism.
Early intervention in ASD US Medical PG Question 3: A two-year-old female presents to the pediatrician with her mother for a routine well-child visit. Her mother is concerned that the patient is a picky eater and refuses to eat vegetables. She drinks milk with meals and has juice sparingly. She goes to sleep easily at night and usually sleeps for 11-12 hours. The patient has trouble falling asleep for naps but does nap for 1-2 hours a few times per week. She is doing well in daycare and enjoys parallel play with the other children. Her mother reports that she can walk down stairs with both feet on each step. She has a vocabulary of 10-25 words that she uses in the form of one-word commands. She is in the 42nd percentile for height and 48th percentile for weight, which is consistent with her growth curves. On physical exam, she appears well nourished. She can copy a line and throw a ball. She can follow the command to “give me the ball and then close the door.”
This child is meeting her developmental milestones in all but which of the following categories?
- A. Social and receptive language skills
- B. Fine motor skills
- C. This child is developmentally normal
- D. Gross motor skills
- E. Expressive language skills (Correct Answer)
Early intervention in ASD Explanation: ***Expressive language skills***
- At two years old, a child should typically have an **expressive vocabulary of 50-200 words** and be putting **two-word sentences** together.
- This child's vocabulary of 10-25 words, used primarily as one-word commands, is significantly below the expected range for her age.
*Social and receptive language skills*
- The child is reported to be doing well in daycare and enjoys **parallel play**, which reflects appropriate **social development** for her age.
- Her ability to follow the two-step command "give me the ball and then close the door" demonstrates intact **receptive language skills**.
*This child is developmentally normal*
- While many areas of her development appear normal, her **expressive language skills** are clearly delayed, indicating that she is not entirely developmentally normal.
- Identifying specific areas of delay is crucial for early intervention.
*Gross motor skills*
- The child's ability to **walk down stairs with both feet on each step** is a normal gross motor milestone for a two-year-old.
- Other gross motor skills like running and kicking a ball are typically present, and there is no information to suggest a deficit.
*Fine motor skills*
- The ability to **copy a line** is an expected fine motor skill for a two-year-old.
- Throwing a ball also involves fine motor coordination and is within the expected range for this age.
Early intervention in ASD US Medical PG Question 4: A 4-year-old boy is brought to the physician because of non-fluent speech. His mother worries that his vocabulary is limited for his age and because he cannot use simple sentences to communicate. She says he enjoys playing with his peers and parents, but he has always lagged behind in his speaking and communication. His speech is frequently not understood by strangers. He physically appears normal. His height and weight are within the normal range for his age. He responds to his name, makes eye contact, and enjoys the company of his mother. Which of the following is the most appropriate next step in management?
- A. Referral to speech therapist
- B. Evaluate response to methylphenidate
- C. Psychiatric evaluation
- D. Audiology testing (Correct Answer)
- E. Thyroid-stimulating hormone
Early intervention in ASD Explanation: ***Audiology testing***
- Before initiating any therapy for speech delay, it is crucial to rule out **hearing impairment**, as **undiagnosed hearing loss** is the most common organic cause of speech and language difficulties in children.
- **Standard practice guidelines** (AAP) recommend hearing assessment as the **first diagnostic step** in evaluating any child with speech or language delay.
- While other developmental aspects seem intact, the inability to use simple sentences at age 4 and speech that is "frequently not understood by strangers" strongly suggests the need to assess the child's ability to **receive auditory information**.
*Referral to speech therapist*
- While a **speech therapist referral** is highly appropriate for a child with significant speech delay, it should typically follow an assessment to rule out underlying organic causes like **hearing loss**.
- Without addressing potential hearing impairment, speech therapy may be less effective or miss the root cause of the communication difficulty.
*Evaluate response to methylphenidate*
- **Methylphenidate** is a stimulant medication used primarily for **attention-deficit/hyperactivity disorder (ADHD)**.
- There is no indication of ADHD symptoms in this child (e.g., inattention, hyperactivity, impulsivity), and it is not a treatment for **primary speech delay**.
*Psychiatric evaluation*
- The child's ability to respond to his name, make eye contact, and enjoy social interaction with family and peers makes a **primary psychiatric disorder** (like autism spectrum disorder) less likely to be the sole cause of the speech delay.
- Such an evaluation would typically be considered if **social communication deficits**, repetitive behaviors, or restricted interests were prominent.
*Thyroid-stimulating hormone*
- **Hypothyroidism** can cause developmental delays, including speech delay.
- However, the child's normal physical appearance, height, and weight make **congenital or acquired hypothyroidism** less likely to be the primary cause of his isolated speech delay.
Early intervention in ASD US Medical PG Question 5: A 3-year-old boy is brought in by his mother because she is concerned that he has been “acting differently recently”. She says he no longer seems interested in playing with his friends from preschool, and she has noticed that he has stopped making eye contact with others. In addition, she says he flaps his hands when excited or angry and only seems to enjoy playing with objects that he can place in rows or rigid patterns. Despite these behaviors, he is meeting his language goals for his age (single word use). The patient has no significant past medical history. He is at the 90th percentile for height and weight for his age. He is afebrile and his vital signs are within normal limits. A physical examination is unremarkable. Which of the following is the most likely diagnosis in this patient?
- A. Pervasive developmental disorder, not otherwise specified
- B. Autism spectrum disorder (Correct Answer)
- C. Rett’s disorder
- D. Childhood disintegrative disorder
- E. Asperger’s disorder
Early intervention in ASD Explanation: ***Autism spectrum disorder***
- This patient exhibits **persistent deficits in social communication and social interaction** (e.g., lack of interest in friends, poor eye contact) and **restricted, repetitive patterns of behavior, interests, or activities** (e.g., hand flapping, lining up objects). These are the core diagnostic criteria for **autism spectrum disorder (ASD)**.
- The symptoms are presenting in **early childhood** (age 3) and are causing **clinically significant impairment** in social, occupational, or other important areas of current functioning, consistent with an ASD diagnosis.
*Pervasive developmental disorder, not otherwise specified*
- This diagnosis was previously used when a child met some, but not all, criteria for autistic disorder or when there was atypical presentation. However, under **DSM-5**, these conditions are now unified under the single diagnosis of **Autism Spectrum Disorder**.
- Its usage has been largely superseded by the broader diagnosis of **Autism Spectrum Disorder** in the DSM-5.
*Rett’s disorder*
- **Rett's disorder** primarily affects **females** and is characterized by a period of normal development followed by a loss of acquired hand skills, severe intellectual disability, and characteristic hand-wringing movements. This patient is a male and does not exhibit these specific features.
- Patients typically experience **regression** in language and motor skills after normal early development, which is not described in this case, and they develop **microcephaly**.
*Childhood disintegrative disorder*
- This diagnosis involves a **marked regression** in multiple areas of functioning (social, communication, motor) after at least **2 years of normal development**.
- The patient's mother notes recent changes, but there is no indication of previous normal development followed by significant loss of skills across multiple domains after age 2, which differentiates it from the insidious onset of ASD symptoms.
*Asperger’s disorder*
- **Asperger’s disorder** was characterized by **significant difficulties in social interaction** and **restricted, repetitive patterns of behavior**, but with **no clinically significant delay in language or cognitive development**.
- In **DSM-5**, Asperger's disorder is no longer a distinct diagnosis and is now subsumed under the umbrella of **Autism Spectrum Disorder**, which better reflects the spectrum of symptom severity.
Early intervention in ASD US Medical PG Question 6: A 3-year-old boy is brought to your pediatrics office by his parents for a well-child checkup. The parents are Amish and this is the first time their child has seen a doctor. His medical history is unknown, and he was born at 39 weeks gestation. His temperature is 98.3°F (36.8°C), blood pressure is 97/58 mmHg, pulse is 90/min, respirations are 23/min, and oxygen saturation is 99% on room air. The child is in the corner stacking blocks. He does not look the physician in the eye nor answer your questions. He continually tries to return to the blocks and becomes very upset when you move the blocks back to their storage space. The parents state that the child has not begun to speak and often exhibits similar behaviors with toy blocks he has at home. On occasion, they have observed him biting his elbows. Which of the following is the best next step in management?
- A. Risperidone
- B. Restructuring of the home environment
- C. Fluoxetine
- D. Hearing exam
- E. Educating the parents about autism spectrum disorder (Correct Answer)
Early intervention in ASD Explanation: ***Educating the parents about autism spectrum disorder***
- The child exhibits several **red flags for autism spectrum disorder (ASD)**, including **lack of eye contact, delayed speech, repetitive behaviors** (stacking blocks, becoming upset when routine is disrupted), and **self-injurious behavior** (biting elbows).
- Since this is the child's **first medical visit**, the parents are unaware of these concerns. The physician's first step should be to **educate the parents** about ASD to initiate further evaluation and early intervention.
- While a **formal diagnosis** requires more extensive evaluation (including developmental screening tools like M-CHAT-R and comprehensive assessment), educating the parents is crucial for obtaining their consent and cooperation for subsequent steps, which would include referral to a developmental specialist and early intervention services.
*Risperidone*
- **Risperidone** is an atypical antipsychotic medication sometimes used to manage severe **irritability** or **aggressiveness** in children with ASD, but it is not a first-line treatment for initial diagnosis or typical symptoms.
- Administering medication without a formal diagnosis, comprehensive behavioral management plan, and parental understanding is premature and inappropriate.
*Restructuring of the home environment*
- While **environmental modifications** can be beneficial for children with ASD, suggesting this as the first step without a clear diagnosis or parental understanding of specific needs is insufficient.
- The priority is to establish a diagnosis through proper evaluation and then tailor interventions, which may include home modifications in conjunction with other therapies like applied behavior analysis (ABA).
*Fluoxetine*
- **Fluoxetine** is a selective serotonin reuptake inhibitor (SSRI) used for anxiety, depression, and obsessive-compulsive disorder. It may be used in ASD to address **comorbid anxiety** or **repetitive behaviors**, but it is not a primary diagnostic tool or initial treatment.
- Like risperidone, prescribing medication without a proper diagnosis and understanding of the child's specific psychiatric needs is not the appropriate first step.
*Hearing exam*
- Although **hearing impairment** can cause **delayed speech** and affect social interaction, the child's other symptoms, such as **lack of eye contact, repetitive behaviors, and self-injurious actions**, are not typical of isolated hearing loss.
- While a hearing exam might be part of a comprehensive developmental workup later (as hearing and vision screening are standard in evaluating developmental delays), addressing the more pervasive signs suggestive of ASD takes precedence in the initial discussion with parents.
Early intervention in ASD US Medical PG Question 7: A 4-year-old girl is brought to the pediatrician by her parents after her mother recently noticed that other girls of similar age talk much more than her daughter. Her mother reports that her language development has been abnormal and she was able to use only 5–6 words at the age of 2 years. Detailed history reveals that she has never used her index finger to indicate her interest in something. She does not enjoy going to birthday parties and does not play with other children in her neighborhood. The mother reports that her favorite “game” is to repetitively flex and extend the neck of a doll, which she always keeps with her. She is sensitive to loud sounds and starts screaming excessively when exposed to them. There is no history of delayed motor development, seizures, or any other major illness; perinatal history is normal. When she enters the doctor’s office, the doctor observes that she does not look at him. When he gently calls her by her name, she does not respond to him and continues to look at her doll. When the doctor asks her to look at a toy on his table by pointing a finger at the toy, she looks at neither his finger nor the toy. The doctor also notes that she keeps rocking her body while in the office. Which of the following is an epidemiological characteristic of the condition the girl is suffering from?
- A. There has been a steady decline in prevalence in the United States over the last decade.
- B. There is an increased risk if the mother smoked during pregnancy.
- C. There is an increased risk with low prenatal maternal serum vitamin D level.
- D. There is an increased incidence if the mother gives birth before 25 years of age.
- E. This condition is 4 times more common in boys than girls. (Correct Answer)
Early intervention in ASD Explanation: **_This condition is 4 times more common in boys than girls._**
- The clinical presentation, including **impaired social interaction** (not looking at the doctor, not responding to her name, not playing with other children, not enjoying parties), **communication deficits** (delayed language, lack of pointing), **repetitive behaviors** (flexing doll's neck, body rocking) and **sensory sensitivities** (screaming at loud sounds), is highly suggestive of **Autism Spectrum Disorder (ASD)**.
- **ASD** is indeed diagnosed approximately four times more often in boys than in girls, making this a characteristic epidemiological feature.
*There has been a steady decline in prevalence in the United States over the last decade.*
- The **prevalence of ASD** has actually been **steadily increasing** in the United States and globally over the last few decades, partly due to increased awareness, improved diagnostic criteria, and better screening.
- This statement is contrary to current epidemiological trends for **ASD**.
*There is an increased risk if the mother smoked during pregnancy.*
- While maternal smoking during pregnancy is linked to other developmental issues like **ADHD** and **premature birth**, a definitive, strong, and consistent causal link to a significantly increased risk of **ASD** has not been established.
- Research on environmental risk factors for **ASD** is ongoing, but maternal smoking is not a primary, well-established epidemiological characteristic.
*There is an increased risk with low prenatal maternal serum vitamin D level.*
- Some studies suggest a potential association between low prenatal maternal vitamin D levels and an increased risk of **ASD**, but this link is **not yet definitively established** and requires further research to confirm causation.
- It is considered a potential risk factor, but not a widely accepted or strong epidemiological characteristic for the condition.
*There is an increased incidence if the mother gives birth before 25 years of age.*
- The risk of **ASD** has been more consistently associated with **advanced parental age** (both maternal and paternal), not with younger maternal age.
- Studies generally indicate a **higher risk for children born to older parents**, making this statement inaccurate.
Early intervention in ASD US Medical PG Question 8: A child presents to his pediatrician’s clinic for a routine well visit. He can bend down and stand back up without assistance and walk backward but is not able to run or walk upstairs. He can stack 2 blocks and put the blocks in a cup. He can bring over a book when asked, and he will say “mama” and “dada” to call for his parents, as well as 'book', 'milk', and 'truck'. How old is this child if he is developmentally appropriate for his age?
- A. 18 months
- B. 15 months (Correct Answer)
- C. 9 months
- D. 12 months
- E. 24 months
Early intervention in ASD Explanation: ***15 months***
- A 15-month-old child typically **walks independently**, can **stoop and recover**, and **walks backward**.
- They can also use a **cup**, stack **2 blocks**, and have a vocabulary of **4-6 words**, consistent with the child's abilities.
*18 months*
- An 18-month-old child can usually **run well**, **walk up stairs with help**, and build a tower of **3-4 blocks**.
- Their vocabulary is also typically larger, around **10-20 words**.
*9 months*
- A 9-month-old child can usually **sit without support** and **crawl**, but is not yet walking independently.
- They also typically have a vocabulary of only **"mama" and "dada" nonspecifically**.
*12 months*
- A 12-month-old child often takes their **first steps** and may **cruise** while holding onto furniture, but independent walking backward is less common.
- Their manipulative skills are generally less developed, and their vocabulary is often limited to specific "mama" and "dada."
*24 months*
- A 24-month-old (2-year-old) child can typically **run and jump**, **walk up and down stairs independently**, and stack **6-7 blocks**.
- Their vocabulary is significantly larger, often combining **2-3 word phrases**.
Early intervention in ASD US Medical PG Question 9: A 9-year-old boy is brought to a pediatric psychologist by his mother because of poor academic performance. The patient’s mother mentions that his academic performance was excellent in kindergarten and first grade, but his second and third-grade teachers complain that he is extremely talkative, does not complete schoolwork, and frequently makes careless mistakes. They also complain that he frequently looks at other students or outside the window during the class and is often lost during the lessons. At home, he is very talkative and disorganized. When the pediatrician asks the boy his name, he replies promptly. He was born at full term by spontaneous vaginal delivery. He is up-to-date on all vaccinations and has met all developmental milestones on time. A recent IQ test scored him at 95. His physical examination is completely normal. When he is asked to read from an age-appropriate children’s book, he reads it fluently and correctly. Which of the following is the most likely diagnosis in this patient?
- A. Intellectual disability
- B. Autism spectrum disorder
- C. Dyslexia
- D. Persistent depressive disorder
- E. Attention-deficit/hyperactivity disorder (Correct Answer)
Early intervention in ASD Explanation: **Attention-deficit/hyperactivity disorder**
* The child's symptoms of being **extremely talkative**, not completing schoolwork, making **careless mistakes**, and being easily distracted and disorganized are classic signs of **ADHD (Attention-deficit/hyperactivity disorder)**.
* His normal IQ, early developmental milestones, and reading fluency rule out other neurological or intellectual disabilities, while his persistent inattention and hyperactivity across settings support ADHD.
* *Intellectual disability*
* **Intellectual disability** is characterized by significant limitations in both intellectual functioning (IQ below 70) and adaptive behavior, which is contradicted by this patient's **IQ of 95** and normal developmental milestones.
* Patients with intellectual disability would typically struggle with academic performance from the start and would not have had "excellent" performance in kindergarten and first grade.
* *Autism spectrum disorder*
* **Autism spectrum disorder** involves persistent deficits in **social communication and interaction** and **restricted, repetitive patterns of behavior, interests, or activities**. This child's prompt response to his name and ability to read fluently do not align with common autistic features.
* While some social difficulties might arise from inattention, the primary symptoms do not point to core deficits in social reciprocity or communication typical of ASD.
* *Dyslexia*
* **Dyslexia** is a **specific learning disorder** primarily characterized by difficulties with **accurate and/or fluent word recognition, poor decoding, and poor spelling abilities**, despite normal intelligence.
* This patient can **read fluently and correctly from an age-appropriate children’s book**, making dyslexia an unlikely diagnosis.
* *Persistent depressive disorder*
* **Persistent depressive disorder** (dysthymia) involves a **chronically depressed mood** for at least one year in children and adolescents, often accompanied by symptoms such as low energy, poor concentration, sleep disturbance, and feelings of hopelessness.
* While poor academic performance and some difficulty concentrating could be present, the prominent symptoms of **hyperactivity** (talkativeness) and impulsivity (careless mistakes) are not typical features of depression, and a depressed mood is not reported.
Early intervention in ASD US Medical PG Question 10: A 14-year-old girl presents to the pediatrician for behavior issues. The girl has been having difficulty in school as a result. Every time the girl enters her classroom, she feels the urge to touch every wall before heading to her seat. When asked why she does this, she responds, "I'm not really sure. I just can't stop thinking about it until I have touched each wall." The parents have noticed this behavior occasionally at home but were not concerned. The girl is otherwise healthy, has many friends, eats a balanced diet, does not smoke, and is not sexually active. Her temperature is 98.2°F (36.8°C), blood pressure is 117/74 mmHg, pulse is 80/min, respirations are 15/min, and oxygen saturation is 98% on room air. Physical exam is notable for a healthy young girl. Neurologic exam is unremarkable. There is no observed abnormalities in behavior while the girl is in the office. Which of the following is the most appropriate initial step in management for this patient?
- A. Cognitive behavioral therapy (Correct Answer)
- B. Lorazepam
- C. Risperidone
- D. Clomipramine
- E. Fluoxetine
Early intervention in ASD Explanation: ***Cognitive behavioral therapy***
- This patient exhibits classic symptoms of **obsessive-compulsive disorder (OCD)**, characterized by intrusive thoughts (obsessions) and repetitive behaviors (compulsions) performed to alleviate anxiety.
- **Exposure and response prevention (ERP)**, a component of cognitive behavioral therapy, is the first-line psychosocial treatment for OCD and has strong evidence for its efficacy in both children and adults.
*Lorazepam*
- **Lorazepam** is a benzodiazepine used for acute anxiety or panic attacks, providing short-term relief.
- It is not a primary treatment for OCD and does not address the underlying obsessive-compulsive cycle; long-term use can lead to dependence.
*Risperidone*
- **Risperidone** is an atypical antipsychotic, primarily used for conditions like schizophrenia, bipolar disorder, or severe behavioral disturbances.
- While sometimes used as an augmentation strategy in refractory OCD, it is not a first-line treatment, especially without prior trials of CBT or SSRIs.
*Clomipramine*
- **Clomipramine** is a tricyclic antidepressant (TCA) with potent serotonin reuptake inhibition, making it effective for OCD.
- However, due to its less favorable side effect profile compared to selective serotonin reuptake inhibitors (SSRIs), it is typically reserved for cases where SSRIs are ineffective.
*Fluoxetine*
- **Fluoxetine** is an SSRI, a first-line pharmacologic treatment for OCD.
- While effective, current guidelines recommend starting with **CBT (specifically ERP)** as the initial treatment for mild to moderate OCD, or combining it with medication for more severe cases.
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