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Brittany and Selective Mutism

Brittany and Selective Mutism. Functional Assessment Graduate Student A. Characteristics Selective Mutism. Academic Behavioral Cognitive Family. Characteristics. Rare disorder affecting fewer than 1% of school age children (Dow, Et Al., 1994) More common in girls

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Brittany and Selective Mutism

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  1. Brittany and Selective Mutism Functional Assessment Graduate Student A

  2. Characteristics Selective Mutism Academic Behavioral Cognitive Family

  3. Characteristics • Rare disorder affecting fewer than 1% of school age children(Dow, Et Al., 1994) • More common in girls • Onset in the preschool years, ages 3-5 • Seem generally to learn, retain and use skills in a normal way(Lumb & Wolf, 1988) • Often show oppositional behaviors, refusing to participate in any activities suggested by teachers or adults • Unresponsive, negativistic, manipulative, spoiled, relaxed, stubborn, & passive-aggressive

  4. Contributors Contributors Family psychopathology (mother) and father shy temperament Temperament (shy & anxious) Not Speaking in at least one Social Situations (usually classroom) Presenting Problem Developmental Delay (elimination problems) Versus Speech and Language LD (20%) Experience of Trauma

  5. Family Dynamics(Cline & Baldwin, 1994) • Play a crucial role • Close alliance with one parent, usually mother • Family history of shyness • Communication difficulties within home

  6. Form an abnormally strong bond with their mute child Both mom and child feel that they cannot live without the other Seen as overprotective Depressed and emotionally immature Seen as detached from the issue Tend to communicate in the home on a limited basis My react to situations with angry outbursts Possibly strict More on Family Dynamics(Cline & Baldwin, 1994)Mothers Fathers

  7. Brittany • Caucasian • Female • 11 years old • 5th grader at Wea Ridge Elementary • Emotionally Disabled • Two parent household • One younger brother

  8. Positive Attributes • “Chatterbox” and compliant at home • Completes homework • Girl Scout • Enjoys school and is eager to attend • Sings in school choir • Has a few close friends • Good relationship with school principal • Smiles occasionally • Quiet, not disruptive

  9. Copy Draw Listen Write on self selected topic Select answers to recognition type questions (Multiple choice, T/F, etc.) Read aloud to teacher Verbalize answers to questions Write answers to recall questions (short answer, essay) Triggers Will Do Won’t Do

  10. Payoffs • Does not have to verbalize, interact (avoid relatedness) • Does not have to produce (avoid task) • Gets what she wants (Get control, self-determination)

  11. Summary of Payoffs

  12. Possible Disorders • Social Phobia • ODD • Elective Mutism

  13. DSM-IV Definition of Selective Mutism • Consistent failure to speak in specific social situations (in which there is an expectation for speaking, e.g., at school) despite speaking in other situations. • The disturbance interferes with educational or occupational achievement or with social communication. • The duration of the disturbance is at least 1 month (not limited to the first month of school). • The failure to speak is not due to a lack of knowledge of, or comfort with, the spoken language required in the social situation. • The disturbance is not better accounted for by a Communication Disorder (e.g., Stuttering) and does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder.

  14. Brittany Appears To Meet Criteria • Brittany fails to speak in social situations, specifically in academic settings. She speaks at home. • Her educational achievements are of concern. Relationships with others are minimal. • Brittany has had these characteristics for several years. • She has good verbal language. • Brittany does not have a Communication Disorder, and her behavior cannot be better accounted for under another mental disorder.

  15. Four Underlying Dynamics(Rosenberg & Lingblad, 1978 in Harris, 1996) • A strong determination to maintain silence and fight off those who try to coerce them to speak • An overwhelming need to control • A passive aggressive relationship with parents • A home atmosphere that does not welcome the expression of feelings

  16. Treatments(Harris, 1996) (Dow et al., 1994) • Behavioral • Stimulus fading • Shaping • Punishment • Psychodynamic • Family therapy • Combination Behavioral and Family Therapy • Pharmacotherapy • School Based Multidisciplinary Individualized Treatment Plan

  17. What I Have Done • Communicated with Mom • Utilized nonverbal • Changed settings • Changed instructors • Provided choice of activities • Peer involvement • Utilized a tape recorder • Read aloud children’s literature • Banged my head against a brick wall

  18. What I Am Going To Do • Remember that I will not change Brittany • Change task • Provide a less formal, unstructured setting • Discover what she wants • Use what she wants and likes

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