Selective Mutism

Exceptionality Research
Emily W, Jessica E, Erin & Claire
Exception
ality Name
Selective
Mutism

Definition & AB
Education Code

Selective mutism
is often linked to an
underlying anxiety
disorder.
Children with
selective mutism can
speak normally in
certain situations, such
as at home or when
alone with their
parents. But they are
unable to speak in
other social situations,
such as at school or at
places outside their
home.
Their failure to
speak in such
situations cannot be
attributed to primary
communication
deficits, developmental
disorder, or lack of
language required for
the situation. Instead,
their difficulty lies in
shifting from informal
to formal

Characteristics and or
Observable Behaviours

Excessive shyness
Does not speak in
certain situations for more
than a month
Withdrawal
Dependency upon
parents / separation
anxiety
Oppositional
behaviour, may refuse to
follow directions if the
situation makes them feel
anxious
Slow to warm up or
behaviourally inhibited in
infancy or early childhood
Sensitivity to noise or
touch
Eye contact,
avoidance, stare into
space
May not smile
May complain about
stomach or head aches
Daytime or bed
wetting

Teaching Strategies and Resources

Strategies
Meet with the student and parents
before the school year to allow the student to
become familiar with the new classroom,
before the other students are present

Keep a predictable structure and clearly

explain classroom activities. This will help
reduce the unknown and anxiety

Have a greeting and goodbye ritual.

Something that you say the same at the start
of every day and at the end

With the parents permission tell the

other students and staff about anxiety and
shyness- encourage them to include
everyone

Consider allowing the child to record

themselves at home and respond to the tape

Perhaps find creative outlets for the

child

Teachers may wish to teach the

following; deep breathing, muscle relaxation,
stretching, mental imagery, problem solving
skills, coping with peer pressure, positive selftalk

Increase physical activity

Accept nonverbal means of

communication

Links and or
Sources
http://www.learnalbe
rta.ca/content/inmdi
ct/html/selective_m
utism.html
http://www.learnalbe
rta.ca/content/insp/
html/learning_class
_routines.html
Rubin, K. H., &
Coplan, R. J.
(2010). The
development of
shyness and social
withdrawal. New
York: Guilford.
Beidel, D. C., &
Turner, S. M.
(2005). Childhood
anxiety disorders: A
guide to research
and treatment. New
York: Routledge.
http://www.ementalh
ealth.ca/Calgary-

communication.

Most incidents of
selective mutism are

not the result of a

single traumatic event,
but rather are the
manifestation of a

chronic pattern of
anxiety.
Treatment
involves both nonpharmacological and
pharmacologic
therapy.
Many children
that suffer from
selective mutism meet
the same criteria as
those with Social
Anxiety Disorder and
most children with this
exceptionality have a
family history of
anxiety
Very rare
exceptionality - in a
sample taken of public
schools SM occurs
0.71% of the time

More common in
girls than boys
Usually develops at
the same rate as their
peers in school, but
should still be observed
Are still capable of
developing friendships

Alberta Education
Codes
As selective mutism is
often related to an

Communicate with the student in

question and show empathy for being scared
Ask if the student would one day like to
talk in class (accept non-verbal answers) and
tell the student that you would like to help
Avoid trying to coerce students into
speaking but provide opportunities for
communication
Learn the situations and settings which
are the most difficult for the child as a means
of understanding ways and times that would
help the child
Learn as much as you can about how
the anxiety may affect the students learning
and their social and emotional well being.
Pair the student with peers in activities.
A connection with one or two peers will often
provide enough comfort that the student may
start to speak
Get help as early as possible. As
children get older the behaviours used to not
speak become more reinforced and it
becomes harder to treat
Positively reinforce use of verbal
communication and celebrate success, but be
careful that you are not too excited
Gradually increase your expectations of
verbalizations and ignore non-verbalization.
Students may mouth words, whisper to you or
a classmate, saying yes or no only. This
expectation should only appear after the child
has spoken several times and feels safe
around you
Do not use bribery or punishment to
illicit vocalizations, however incentives can be

HealthRegion/SelectiveMutism-in-ChildrenandYouth/index.php?
m=article&ID=8894
http://www.learnalbe
rta.ca/content/insp/
html/managing_anxi
ety.html
Reynolds, C. (2007,
January 1).
Selective Mutism.
Retrieved January
15, 2015, from 0471-67802-3, 9780-471-67802-1
http://www.acposb.o
n.ca/LearnChall/MU
TISM.html#
http://designandcop
y.ca/silentchild/teac
hers.html
http://www.selective
mutism.org

underlying anxiety
disorder this would mean:

Code 53 Emotional/Behavioral
Disability OR Code 42
- Severe
Emotional/Behavioral
Disability
If there are other
conditions it may be
medical:

Code 58 Physical or Medical

Disability OR Code 44
- Severe Physical or
Medical Disability

used to increase number of words used in

situations in which the child has already
spoken
Consider the use of puppets. Use away
from the other children
Have parent(s) come into class for
activities
Spend time after school with the child
and parent
Work one-on-one to build a relationship.
Do non-verbal activities (writing, drawing,
computer), and slowly add more classmates
Set up a safe place in the classroom for
the child.

Resources

Collaborate with the school and/or

jurisdictional team to identify and coordinate
any needed consultation and supports
Reading, asking questions and talking to
qualified professionals will build an
understanding and help to make decisions to
support the students success in the
classroom
Selective mutism may be treated
through behavioural, group and family
therapy
Children with selective mutism require a
team approach; incorporating social,
educational, psychological, and possibly
speech and language interventions
http://www.selectivemutism.org, this is a
website that is dedicated to connecting
families, children that have this exceptionality,

and professionals.
https://www.youtube.com/watch?
v=C_qeJWkkwHU This is a video put
together by Anxiety BC that outlines some
effective strategies for helping children with
selective mutism.