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Selective Mutism

Selective Mutism. By Saundra Love Presented October 20, 2003 Temple University - Ambler. 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.

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Selective Mutism

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  1. Selective Mutism By Saundra Love Presented October 20, 2003 Temple University - Ambler

  2. 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/

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

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

  5. Parental Interview Focuses on: - the child’s 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

  6. 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 child’s speech at home • A screening test for hearing

  7. 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

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

  9. 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

  10. 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

  11. References • http://www.aboutourkids.org • http://www.selectivemutism.org/ • http://www.asha.org/about/publications/leader-online/archives/2002/020924ftr.htm • http://www.selectivemutismfoundation.org/

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