Selective Mutism

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Selective Mutism

• By Saundra Love
• Presented October 20, 2003
• Temple University - Ambler

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What is Selective Mutism?

• A psychiatric disorder most commonly found in
  children.
• Characterized by a persistent failure to speak in
  select settings which continues for more than 1
  month.
• Is currently thought to be related to severe
  anxiety and social phobia.
• http//www.selectivemutism.org/

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Statistics

• Affects less than 1 of school-aged children
• It is slightly more common in girls than in boys

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Assessment

• A (SLP) speech language pathologist will conduct
  a thorough parental interview and speech
  language evaluation

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Parental Interview Focuses on

• - the childs symptom history
• - degree to which the child is verbally and
  non-verbally inhabited
• - other possible problems (autism, etc)
• - speech and language development
• - environmental influences
• - family history
• - educational history

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Speech Language Evaluation Focuses on

• The quality of verbal and non-verbal
  communication
• Comprehension of language
• A parent may be asked to do structured
  communication activities with the child
• ex audiotape childs speech at home
• A screening test for hearing

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How is Selective Mutism Treated?

• Children with this condition need
  psychotherapy
• speech and language treatment
• behavioral program
• Therapy and treatments focus on methods to
• lower anxiety
• increase self-esteem
• increase confidence
• increase communication

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Treatment Cont.

• The treatment of choice will differ depending on
  the needs of the child and his or her family.
• The childs treatment may utilize a combination
  of strategies, again depending on the individual
  needs.

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Children with Selective Mutism and Educational
Needs

• Individual programs need to be designed
• Most programs can be implemented within the
  regular education environments
• Others may require coordination between regular
  and special education school staff

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What Teachers can do

• Understand that the symptoms are not intentional
• Consistent behavioral strategies should be
  implemented in the classroom
• focus on encouraging, not forcing, the
  child to speak
• Praise and reward for speaking, and
  completion of classroom tasks
• These will all contribute to lowering anxiety,
  while helping the child feel included, positive,
  and independent

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References

• http//www.aboutourkids.org
• http//www.selectivemutism.org/
• http//www.asha.org/about/publications/leader-onli
  ne/archives/2002/020924ftr.htm
• http//www.selectivemutismfoundation.org/