Selective Autism Research Paper

Nikki Thompson and Kelsey Heyse

Spec 380 B

Dr. Rauscher

March 16, 2016

Selective Mutism

A. What is Selective Mutism?

Selective Mutism (SM) is an anxiety disorder that typically occurs in young children or adolescents. Selective Mutism is categorized by a child’s failure to speak and interact efficiently in certain communal settings, such as school or with some individuals (Blum, 2016). It is characterized by the insistent failure to communicate in select social settings in spite of having the capability to communicate and communicate at ease in a more accustomed setting. Children and adolescents with SM have a constant dread of speaking and of social interactions where there is an expectancy to speak and communicate. Therefore, a great deal

of children with SM have an incredibly great difficulty replying or commencing communication in a nonverbal way (Blum, 2016).
Additionally, it is faintly more common in girls than in boys, though the dissimilarity may be accounted for by research restrictions, such as insignificant sample populations and the sporadic nature of the disorder. The condition can ensue over a few months or persevere for several years, though the majority of selectively mute children have a tendency to outgrow the disorder spontaneously for unknown reasons. Still, talking behaviors over time persist to be lower than average, and social phobia and other anxiety disorders may continue to occur (Wong, 2010).
The initial symptoms of Selective Mutism are typically evident between the ages of 1 to 3 years.

However, it is generally not acknowledged until the child starts school and is expected to reply orally and/or intermingle in social situations (Foundation, 2016). A common misconception about children with selective mutism is that they appear to be shy and that they will grow out of it. Furthermore, immediate intervention is logical for those that are undergoing severe forms of Selective Mutism because the symptoms can increase overtime. In general, a younger child has a better chance of recovering from SM because of the shorter interval of time where no articulation has transpired in school or in other major situations (Foundation,

2016).
B. What challenging behaviors are often associated with Selective Mutism?
Selective mutism can bring forth an assortment of comorbidities including enuresis, encopresis, obsessive-compulsive disorder, depression, premorbid speech and language abnormalities, developmental delay, and Asperger's disorders. Enuresis is involuntary urination, while encopresis is involuntary defecation. Both enuresis and encopresis are commonly linked to emotional disturbances or psychiatric disorders. The degree in which these disorders present themselves depend solely on the individual. Given the many different manifestations of selective mutism, treatment options are also various. Treatment may consist of individual behavioral therapy, family therapy, and psychotherapy with antidepressants and anti-anxiety medications (Wong, 2010).
In addition, comorbid disorders include psychiatric or language/speech development disorders (Wong, 2010).

Many children with selective mutism have premorbid speech and language problems (38%). Correspondingly, children with selective mutism elude speaking out in fear of being tormented for distorting a word. Language development deficits should be thought of before selective mutism, even though it is probable for both to be present simultaneously. Children with selective mutism may also have ordinary receptive linguistic and cognitive skills, but they can show refined expressive language insufficiencies not related to social anxiety (Wong,

2010).
C. What is the difference between Selective Mutism and traumatic mutism?
Children who are diagnosed as having Selective Mutism are able to communicate comfortably in at least one setting and are infrequently mute in all settings. Moreover, individuals deemed Selectively Mute have self-conscious issues and social anxiety. Children that have Selective Mutism, use their mutism as a way of escaping the anxious feelings provoked by expectations and social encounters (Blum, 2016).
Likewise, children who have traumatic mutism generally develop mutism swiftly in all circumstances. For example, if a child was to experience an event that would be deemed traumatic and is incapable of fully processing the event, this can lead to becoming mute in all settings.
Some children with Selective Mutism can begin with mutism in a school or another social setting. Due to destructive reinforcement of their mutism, misinterpretations from those surrounding them, and possibly intensified pressure within their environment, they may develop mutism in all settings. These children have progressive mutism and are mute in/out of the home with all people, including parents and siblings (Blum, 2016).

Behavioral Support Strategy
Name Overview/Synthesis Why Use?
Role play Role play involves practicing the desired behavior and receiving feedback and reinforcement. Role play has been shown to improve social skills in people with intellectual disability (e.g., Huang & Cuvo, 1997).
Role Play is essential in helping prepare a child for a common goal or desired task.
Video self-modeling Video self- modeling is a form of observational learning in which individuals observe themselves performing a behavior successfully on video, and then imitate the targeted behavior.(WONG,2010) VSM has been demonstrated to be a potentially effective intervention to improve social and communication skills in children with emotional and behavioral disorders Baker, Lang, & O'Reilly, 2009)

Play Therapy The therapist should have enough materials such as games, pretend situations, and coloring materials to allow the child to feel comfortable without initial communication. (Foundation 2016) A safe, and caring environment is created which allows the child to play with as few limits as possible. Play and creativity operate on impulses from outside our awareness - the unconscious.

Teaching Methodologies
Alter the Classroom Environment Teachers can remove or modify environmental conditions within their classroom that triggers challenging behaviors in numbers of ways. To accommodate to individual students environmental needs.
Increase Predictability and Scheduling Teachers can create daily routines and make sure students are aware of them.
A classroom schedule that is well-designed and is implemented consistently may be the single most important factor in preventing challenging behaviors.

Assistive Technology
Nova Chat 8
(Communication device) Nova chat 8 is a communication system that offers a wide variety of vocabulary words. (Nova 2016) Allows children to communicate effectively without having to physically talk.

References
Blum, E. What is Selective Mutism? 2016.
http://www.selectivemutismcenter.org/aboutus/whatisselectivemutism
Ruef, M. Positive Behavioral Support: Strategies for Teachers.
http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1032&context=gse_fac
Selective Mutism Foundation. 2016.
http://www.selectivemutismfoundation.org/info-on-selective-mutism/what-is-selective-mutism
Wong, P. Selective Mutism. 2010.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2861522/