Net Exchange Response
Title: Strategies for teachers working with students who are “selectively mute”
Date Posted: 9/19/2011

Question: “Looking for strategies classroom teachers can use to adapt their teaching and support students who are diagnosed with selective mutism.”

Response:

Given that selective mutism is associated with anxiety and given that the beginning of a new school years can be anxiety provoking for many students, we are always struck by the relevance of selective mutism recommendations for helping any student having a hard time adjusting to school.

Take a look at the following websites that focus specifically on selective mutism and think about all the students who might benefit from what is recommended.

1) Selective Mutism Foundation- http://www.selectivemutismfoundation.org/

Here is a sample from their Section on School Issues (see banner at the top of the home page)

  • About Teacher Talk
  • Teachers should stop all criticism when working with a Selective Mutism child. This includes verbally and writing on the child's papers. They should encourage any positive attempts, no matter how small. Teachers should provide a relaxed, comfortable, supportive, and approving atmosphere for the child where all attempts at speaking would be met with praise. Encourage the child to participate in plays, etc. The Selective Mutism child may be met with some real challenges. They may speak in a play and although extremely quiet when speaking the lines, they will manage to accomplish the job. An important aspect of the child's education is communication between teachers from year to year. Knowing what works and what doesn't can give the future teacher a head start in setting goals for the year.

  • About Teacher Skills Teachers skills help kids overcome shyness.... The teacher should greet children individually, using their names as they come into the classroom. She should comment on anything new about their looks. This gives children positive attention and makes them feel important. The teacher should make lots of eye contact. The teacher should get down to the children's level when talking to them...The teacher should be relaxed and smile often. The sensitive teacher will invite, rather than order, the children to participate. The children should be allowed to watch or warm up to a new situation. The teacher should generate a sense of warmth and respect, and should be in control of the class. The teacher who is sensitive to the feelings of the children, especially shy children, will not single out a child for criticism. She also will know when it is and isn't appropriate to single out a self-conscious child for any reason-even positive attention –– in front of his or her peers. The teacher should not reinforce shy behavior by giving a child too much attention when he or she is alone. The teacher should be sensitive to a child's need for special attention and draw him or her out slowly, gradually easing the child into the group and then giving the child reinforcement for participating or responding to the other children."

2)The Selective Mutism Group -- Childhood Anxiety Network- http://www.selectivemutism.org

Here is a sample from their Resources section, click on online library, then click on School Issues to access
  • Back to School
  • Changing Schools
  • Classroom Strategies
  • Strategies for building rapport
  • School accommodationsResponses from the field:

    (1) “I've had success with preschool & primary level females with elective mutism. Both were known to talk outside of school. We placed zero attention on being quiet and forbid adults directly encouraging talking. The silence was accepted as a legitimate choice and not pathologized. Staff sat near the students in question whenever possible so as to be ready to warmly welcome any teeny baby steps towards vocalizations.

    Teachers developed non-verbal alternatives to speaking (pointing, shaking head) so that they could monitor student understanding of the lessons. They explained to the students that students still needed to learn-so the teachers needed some kind of signal. There was also an expectation that the students would speak when they felt OK about it. Other students were not allowed to talk for the mute ones. Teachers clearly expressed acceptance and caring and avoided having a power struggle over the matter.Time to start talking ranged from about one week to six months.”

    (2) “I have worked with a number of students in counseling who are selectively mute. The most important thing that I do is avoid asking them any direct questions. If you do this, you will not be putting them in a position of defiance. Students are selectively mute for a reason, generally related to efforts to gain control over something in their life that seems overwhelming. It needs to be respected.

    I carefully avoid any direct questions, and instead, I work with them in nondirective ways as much as possible, return control to them as much as possible, accept non-verbal communication, written communication (if they have writing skills and are so inclined to write me notes), am creative in communicating with their parents, and I do not try to ‘trick them’ or shame them into speaking. I am very careful about being respectful of their choice not to speak, and they understand that. When I do this, I find that we are able to communicate just fine. And in most cases, their speaking becomes a non-issue and often times they begin to speak because they understand that they don't have to.”

    Submit a request or comment now.

    UCLA Center for Mental Health in Schools
    Dept. of Psychology, P.O.Box 951563, Los Angeles, CA 90095.
    tel: (310)825-3634
    email: Linda Taylor ~ web: https://smhp.psych.ucla.edu