The Selective Mutism Resource Manual: 2nd Edition (A Speechmark Practical Sourcebook)

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Schedule video sessions with preferred peers, family members, and others in your child's social network ( e.g., classmates, teachers, coaches). Consider regularly scheduling video sessions to allow for repetition and bravery momentum over time. For more information about Selective Mutism, please visit www.selectivemutism.org.uk How to relate to a child with Selective Mutism

Ask the new teacher to make an effort to communicate with your child during the summer. This can be accomplished with a welcoming note or postcard, a phone message and/or a visit to your home. Take your child to school during August to help the new teacher set up the classroom. There should be no pressure for your child to speak during these encounters. explain that they will need to use a loud voice sometimes but this does not mean they are angry (SM children are very afraid of getting things wrong and will withdraw rather than risk being told off).These children typically may not be able to speak, laugh out loud, make any noises, or move their lips in the school environment with both their peers and adults, despite speaking normally and fluently at home, in familiar settings and with familiar people.

Continue to reward your child for engagement in video exposures/bravery practices ( e.g., bravery star charts, reward menus). DO build a closer rapport with the child by getting down on the ground to play at their level and finding out what subjects really interest him or her. For urgent help, young people can text YM to 85258; all texts are answered by trained volunteers, with support from experienced clinical supervisorsOlder students with SM may have received no treatment or may have suffered years of inappropriate treatment and negative reinforcement. Instead of being helped to control their anxiety and become more comfortable at school, they may have been pressured to do the things they feared, such as speaking. Over the years they have developed ingrained behavior patterns and maladaptive coping mechanisms by which they avoid situations that make them anxious. Not speaking has become a habit that is difficult to break. They begin to see themselves as “the kid who doesn’t speak” as do many people around them. The fear of receiving attention if they should start to speak makes it harder to imagine changing. They may also have developed phobias about speaking or having their voice heard. Older children with SM often lag behind their age peers in social competence because they’ve had less experience with peers and adults. Treatment plans for the older child must take these complications into account. 1