Selective Mutism In Education

The treatment requires a team work, involving therapists, teachers and family members. It is critical for the teachers to understand the nature of selective mutism, and cooperate with therapists and family members. Usually school is the most difficult place for kids with SM where they can be at risk of being bullied by other kids or in some cases, their classmates may pressure these children to interact and speak to them. Teachers should develop a warm, supportive relationship with them, and remember that the selectively mute children are not silent on purpose, but they literally cannot speak. The teachers should examine environmental factors to determine possible barriers preventing the child from talking, and should try to lessen the anxiety for the child. Visiting the child at home is a beneficial way to develop a good rapport with the kid and an efficient way to know 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 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,

Most parents fail to recognize their child’s disorder until early kindergarten years and contribute the lack of speech prior to entering school as shyness or fear. The average age of onset for selective mutism occurs between three and five years (Beidel & Turner,

How will you understand why I do not speak, If you don’t figure out why I am silent (Marriott, 2013)? I love this quote by Marriott because it describes so accurately Inquiry by teachers. This inquiry concerns a disorder that is not widely known. Previously thought to be rare with a low prevalence rate, research shows that close to 76% of children are selectively mute (Elizur and Perednik, 2003). Selective Mutism (SM) is an anxiety disorder that affects children and adults causing them to withdraw from interacting with others, especially in large groups. Because of this disorder, children with Selective Mutism fail to respond and participate in class. In addition, selectively mute children are placed incorrectly into special education classes, classified as teaching disabled, autistic and diagnosed as other disorders due to unawareness (Shipon-Blum, 2015). Unfortunately, many teachers and school counselors lack awareness of the disorder and, therefore, have little or no experience with implementing effective intervention or learning strategies (Kehle, Bray, Byer-alcorace,

The cause of selective mutism differs on the case of the person. Selective mutism is hard to categorize because so many cases are different each having their own cause and effect. Many would say that the children with SM are stubborn and choosing not to speak. The reality of it is that these children really do want to have friends and to be active in the classroom but themselves won't let them. Their parents usually just think it’s shyness and sometimes punish the child for not talking or being social. The children can’t help it and it’s sad to think that not a lot of people know about this disorder because many children suffer with it. They

My proposed area of study for my dissertation is to look at and explore the phenomenon of Selective Mutism as it appears in children. I will specifically be examining the symptoms of this behavior utilizing a variety of cognitive and behavioral theories. Contemporary forms of treatment for SM will also be researched in my dissertation. Through the totality of my research I will be able to draw conclusions and report my findings to the psychological community. These findings will provide insight on how to detect, diagnose, and treat this rare, but serious condition.

To ensure that criterion E has been satisfied an understanding the differential diagnoses is imperative. Differential diagnosis can be understood as, “the distinguishing of a disease or condition from others presenting with similar signs or symptoms” (“Differential Diagnosis”). Selective Mutism has differential diagnoses under three domains, communication disorders; neurodevelopment disorders (including schizophrenia and similar disorders) and social anxiety disorder (American Psychiatric Association, 2013a). Understanding the differences in these diagnoses versus selective mutism benefits the client and ensures that they receive the correct treatment and care. Communication disorders are commonly misunderstood as both at face value deal with communication. However, it is important to recognize that communication disorders, such as social pragmatic disorders, language disorder, speech and sound disorders and childhood onset fluency disorder are characterized by an in ability to communicate, regardless of setting. This differs from selective mutism due to the disorder not presenting itself in all settings. Arguably if there were systemic difficulties with communication, such as vocabulary, syntax or stuttering were present these disabilities would be noticed prior to entering grade school and would be present in situations where selective mutism children are present speaking.

Assessment tools such as the Selective Mutism Questionnaire (SMQ) and the Social Anxiety Scale for Children-Revised, can be completed by caregivers to garner information on their child’s level of communication and anxiety (Busse & Downy, 2011). By completing the assessments, suggestions for treatment can take place. In addition to questionnaires, a functional analysis of SM generally involves interviews, behavioral observations and daily logs (Kearney & Vechhio, 2006). Looking at SM in a school setting, it can interfere with a child’s ability to interact with other students and have an active voice within the classroom. SM not only hinders a child’s social interaction and growth, but it delays the development of appropriate oral reading and

There are several ramifications of the problem for development in terms of the biological, psychological, and social domain. Biological consequences are genetic and neurologically based. Selective mutism and related anxiety conditions (e.g. social anxiety) can be passed through generations. For example, one longitudinal study found that amongst 45 children diagnosed with SM, between the years of 1964 and 1979, 9%, 18%, and 18% of their fathers, mothers, and siblings, had similar histories of selective mutism (Remschmidt, 2001). Some neuro-developmental delays as a result of selective mutism can include a later onset of communication disorders. In one sample of children with SM, it was found that 30.3% developed speech and language disorders (Steinhausen, 2006). Though these neurological delays were found to be not as severe as expected. Another biological result of selective mutism are auditory processing deficits. One study looked at issues in the ability

The case study depicts Sally as a happy and well-adjusted fourth grader. Sally is described as having several strengths in the classroom, one being that she is very social and “popular” among her classmates, particularly enjoying dramatic play and other imaginative activities. Other strengths of Sally are a love of books, reading, and spending time in the library. She seems like a very motivated learner, and seeks out opportunities to read with her older brother. Some of Sally’s weaknesses in the classroom appear to be her “activeness” in the classroom. It is noted in the class scenario that Sally, at times, interrupts during class time and exhibits “fidgety” behaviors, such as, chewing on her sleeves

is recognized as a “broad group of development disorders that is characterized by broken (impaired) social interactions, problems with verbal as well as non-verbal communication, and repetitive behaviors or severely limited activities and interest” (Autism spectrum disorders: clinical and research frontiers). Currently it is not known the real cause for autism. But, it is mostly accepted that it is caused by some abnormalities in the brain structure and function in addition to links among heredity, genetics and medical problems, among others. Autism usually develops at early age (between 1 and 3 years-old) and affects each individual differently. Most children with autism are unable to respond to their name and usually avoid any type of eye

Figure 1.2 displays a graph of the results collected from the observations and post intervention. These results show a change in Student Y’s behaviour and the amount of times the student is calling out during class time. The first 5 observation show Student Y calling out on an average for 5 times a lesson, after the intervention was implemented the Student Y’s average dropped to approximately 2 times a lesson, thus showing that the intervention was successful. If the observations were to continue, a further improvement on the students’ behaviour may be shown.

K.’s class were doing testing. The building sections were students were doing testing were asked to keep the noise level down. While we were doing the intervention, communication with students was done by whispering and students were asked to whisper read. When the intervention group were beginning to read louder they had to be reminded to read with a lower voice for the students that were doing testing. Although students who were participating in the intervention were not loud during the intervention for the curtasie for the two classes next to Ms. K classroom. Making minor adjustments during the intervention did help overcome the challenges as they were occurring. The experience of the intervention did allow for students to continue to learn even when schedule did not go as

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with