While reading one of my classmate’s blogs, I came across the communication disorder known as Selective Mutism (SM). SM is when a child has full capability to talk, but refuses to speak in certain situations, such as at school. According to ASHA, “A child with selective mutism does not speak in certain situations, like at school, but speaks at other times, like at home or with friends. Selective mutism often starts before a child is 5 years old. It is usually first noticed when the child starts school”. The child’s decision to be selectively mute is often linked to intense anxiety in social situations. ASHA lists treatments for this behavioral disorder as well things teachers can do to support and encourage speech. These suggestions can be found at http://www.asha.org/public/speech/disorders/selectivemutism.htm and include:

·         Stimulus fading: involve the child in a relaxed situation with someone they talk to freely, and then very gradually introduce a new person into the room

§  Shaping: use a structured approach to reinforce all efforts by the child to communicate, (e.g., gestures, mouthing or whispering) until audible speech is achieved

§  Self-modeling technique: have child watch videotapes of himself or herself performing the desired behavior (e.g., communicating effectively at home) to facilitate self-confidence and carry over this behavior into the classroom or setting where mutism occurs

If specific speech and language problems exist, the SLP will:

§  target problems that are making the mute behavior worse;

§  use role-play activities to help the child to gain confidence speaking to different listeners in a variety of settings; and

§  help those children who do not speak because they feel their voice "sounds funny".

Work with the child's teachers includes:

§  encouraging communication and lessening anxiety about speaking;

§  forming small, cooperative groups that are less intimidating to the child;

§  helping the child communicate with peers in a group by first using non-verbal methods (e.g., signals or cards) and gradually adding goals that lead to speech; and

§  working with the child, family, and teachers to generalize learned communication behaviors into other speaking situations.

Parents play a critical role in helping children with SM as well. SLP’s often have to rely on parents and family members to give them information about the child, such as if any other problems (schizophrenia, PDD, etc.) exist, the environmental factors in the household, child’s symptoms, child’s amount of verbal expression and where this verbal expression does and does not occur, family history, and the child’s speech and language development. SLP’s also review a child’s educational history, do a hearing screening, and an oral-motor examination before creating a therapy plan for each child with SM.

Only about 10% of Selective Mutism children appear to have a language, learning or speech articulation problem. Because SM seems like more of a behavioral issue than a true communication disorder, I would like to look into the amount of children with SM that also have other behavioral issues, such as anxiety disorder.