What is Selective Mutism?
Selective Mutism (SM) is an anxiety disorder where a child is unable to speak in certain settings due to anxiety. While these children may be "chatterboxes" at home, they often become silent in school or social situations. This contrast is crucial for educators to understand in order to provide effective support.
Recognizing the Signs
SM often becomes apparent when a child starts school. Some signs include:
- Speaking at full volume with parents when alone
- Struggling to speak to peers, even when they want to
- Speaking in a whisper in social settings
- Rarely speaking in school
- Using gestures instead of verbal communication
Parents might not realize their child has difficulty speaking around others if they are comfortable at home. Educators, therefore, play a key role in identifying and addressing SM.
The Cycle of Negative Reinforcement
The cycle of negative reinforcement is critical in maintaining SM. When a child is asked a question and doesn't respond, adults often step in to "rescue" them, which inadvertently reinforces the child's silence. Breaking this cycle is essential to helping the child overcome SM.
Addressing Concerns with Parents
Teachers are often the first to notice signs of SM. Sharing observations with school administrators and then with parents is crucial. Keeping detailed notes can help provide specific examples to parents. It's important to approach the topic sensitively, as parents might not see the same behaviors at home.
School Interventions
Interventions should be tailored to the child's needs, involving school psychologists, counselors, or speech pathologists. Building rapport and setting achievable goals are key. Interventions may include:
- Scaffolding verbal goals from easiest to hardest
- Using forced-choice questions to encourage speech
- Providing specific praise and tangible rewards
Collaborating with Clinicians
Collaboration with clinical professionals can enhance the support provided to children with SM. This may involve clinicians participating in IEP meetings or providing direct intervention at school, which is often more effective than clinical settings alone.
Quick Tips for Teachers
- Create a warm classroom environment with lots of encouragement.
- Avoid questions initially and use descriptions and reflections.
- Use specific praise for any interaction, verbal or non-verbal.
- Be patient and give the child time to respond.
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