Essay On Selective Mutism

Another social and communication disorder is Asperger syndrome, this is characterised by the following; the individual may have difficulties in social interactions, a restricted range of interests, repetitive behaviours and also they may have a delay in motor development. This may be shown in the individual 's clumsiness or uncoordinated movements, however, those with Asperger 's syndrome don’t have significant delays in both language and cognitive development. There are a number of different symptoms of Asperger 's yet it is unlikely that they would all be present in one person. Each

Most children are diagnosed during the first years of schooling, when the child’s teacher is usually the first to bring concerns to the parents/caregivers and the school administration. Often it is not until children enter school and there is an expectation to perform, interact and speak, that selective mutism becomes more obvious. Moreover, when school starts, children also experience difficulties

The parents must request that the child be evaluated (“Best,” n.d.). The school may recommend an evaluation of the child, but must obtain the parents’ permission. The Center for parent Information and Resources (2014) notes that the school must inform parents in writing why the evaluation (or refuses), the procedures of the evaluation, the analysis of the assessments and records, and a list of options if rejected. If the parent gives written consent, the school continues with the evaluation and must conduct it within 60 days of receiving consent. If the parent rejects the consent, the school documents all attempts and can persist with evaluation through due process (“Evaluating,” 2014). The evaluation must include a variety of assessments and strategies to determine academic, functional, and developmental performance. It must also be child focused: evaluation is given in the child’s native language, able to use AAC devices if there is a communication deficit (“Best”). Parents must be included in the evaluation process, the outcome of the child’s eligibility, and receive a copy of the report (“Evaluating”). If the results

Social anxiety disorder (SAD), also know as social phobia, affects between 1.6% and 4.0% of children. Like other anxiety disorders, girls are more likely to be diagnosed with SAD than boys (Chavira & Stein, 2002). The defining features of SAD are excessive self-consciousness that is more than just common shyness. Individuals with SAD fear social or performance situations where they may face scrutiny or humiliation. The two subtypes of SAD are generalized and non-generalized. Approximately 75% of individuals with SAD experience the generalized type, which is characterized by experiencing distress in almost all social situations. Non-generalized SAD is characterized by experiencing anxiety in only one or two types of interpersonal situations, like public speaking. Generalized social anxiety disorder has high comorbidity with major depression, generalized anxiety disorder, specific phobias, and ADHD. Non-generalized SAD however has low comorbidity with other disorders. Children with selective mutism have a significantly high comorbidity rate with SAD, about 97% to 100% (Chavira & Stein, 2005).

Participant continued on to say that the majority of the requests for an initial evaluation are from parents. Taylor, Smiley, and Richards (2015) best describes /explains the participants interpretation of the evaluation process which “an initial evaluation is required within 60 days, or within a state’s established time frame, of receiving parental consent for the evaluation to determine if a child has a disability. Teachers are also able to request an evaluation if it is suspected that child’s social-emotional behavior constitutes further investigation.” Participant went on to clarify that the initial processes entail the gathering of relevant documentations in order to rule in or rule out medical conditions.

The purpose of Compansano’s article was to increase awareness of the disorder Selective Mutism and the issues connected with the anxiety disorder. Compansano addresses the current treatments, and the need for early intervention. Compansano concludes her article by suggesting the need for more research and training for educational counselors. Compansano described Selective Mutism by using the American Psychiatric Association’s definition as “persistent failure to speak in specific social situations (e.g., school, with playmates) where speaking is expected, despite communicating in other situations” (American Psychiatric Association,

Many children with selective mutism speak normally, and often, while around or in familiar people and situations. Situations recognized as familiar and comfortable vary for each child. Generally, children feel most comfortable in their home. One child might whisper to a teacher at school while another child might only speak to one friend in the school setting. While children with selective mutism might have several close friends, the environment in which they are determines whether the child will interact with them. Many will speak freely during play-dates at home and not say one word while at school.

When a child is unable to speak around certain people or in certain settings they may have an anxiety disorder called selective mutism. ("Parents Guide to Selective Mutism." Child Mind Institute. N.p., n.d. Web. 10 Jan. 2017. page 1) It is very common for kids with selective mutism to be very chatty at home with family and friends but then silent at school right every other public setting. Parents start noticing the size of selective mutism at around age 3 or four. Although of the disorder might not be diagnosed until he/she is school-aged, when their speech problems become more evident. Child with selective mutism could go a whole year in the classroom or other school setting without talking to the teacher, Students, or counselors. Usually kids with selective mutism are very well behaved and polite meaning they listen they just don't know how to communicate is someone there not comfortable with, so their silence can be misunderstood as shyness but is usually never addressed as a possible wall/barrier to their learning. According to the parent’s guide to select mutism from the child mind Institute selective mutism can cause significant impairment in a child's life. It can interfere with kid’s performances at school, both academically and

Selective Mutism (SM) is a rare multidimensional childhood disorder which was formerly known as elective mutism. The American Psychiatric Association (APA) Diagnostic and Statistical

Selective mutism (SM) is a rare anxiety disorder that is noticeable in a child just entering kindergarten. The child refuses to speak in specific situations where the child is expected to communicate, such as school and other social situations. Furthermore, at home, the child’s speech is normal (Harwood, & Bork, 2011). The DSM-5(APA, 2013) list the following when diagnosing SM. The absence of speech must be present at least one month after entering kindergarten, excluding the first month when starting school for the first

Z was attentive and cooperative during the evaluation. She sat quietly as the evaluator prepared materials. As the evaluation proceeded, she became more verbal. She labeled and requested several items and used multi word phrases. At times, she did speak in a low voice and needed prompts to talk louder. Z was able to follow simple one and two step direction but as the directions became more complex she had more difficulty. These directions often needed to be broken down into steps for her to follow through. Z also had difficulty answering “Wh” questions including why and where.

This type of Anxiety Disorder has a direct correlation relating to social situations. A person experiencing this disorder has a chronic fear of other people’s perceptions of them. They are especially likely to avoid any situation where they are being observed by others such as giving presentations or activities that must be performed in front of an audience, large or small. In extreme circumstances where social anxiety disorder exists, a person will avoid social situations all together and will become a “hermit” in their own individual abode. This disorder is impairing to one’s normal life functioning because it often affects a person’s ability to perform the essential duties in a work environment. It also deters them from engaging in typical conversations because the fear of being embarrassed or judged is so extreme (Fleming, 2012).

Seung Hui Cho the Virginia Tech shooter suffered from selective mutism, according to a The Washington Post article, “Unknown to Va. Tech, Cho Had a Disorder.” Selective mutism is the inability to speak in specific situations or to specific people, due to social anxiety. Even before Cho was a student at Virginia Tech he was diagnosed with this severe anxiety disorder, by the public-school system. Cho was placed in special education to help with the disorder, a fact that was never reported to Virginia Tech. While in special education Cho learned to speak openly about his fears associated with the anxiety. Once he was out of public- school, Cho did not seek out continuing help for his condition. Cho exhibited many different disturbing behaviors

2 There are many different types of anxiety disorders that affect children including; selective mutism, separation anxiety, social anxiety, panic disorder, generalized anxiety, obsessive compulsive disorder, posttraumatic stress disorder, and specific phobias. Selective mutism is an anxiety disorder that makes the child incapable of talking in certain situations, such as school or social activities, due to a fear of talking and socializing. This specific disorder is associated with social anxiety because the child usually has a social phobia, although the exact cause why the child does not

The children went through many evaluations, some included comprehensive, expressive, auditory discrimination and phonological evaluations. Some of the evaluations,