Treating selective mutism.
There are two types of common behavioural interventions that are implemented for the treatment of selective mutism. Much of the research done on
selective mutism is based on case studies because selective mutism is a rare childhood conditions occurring in less than 1% of the population (Crundwell 49). In a 2002 study done by Bergman, Piacentini and McCracken the prevalence of SM
in Kindergarten to grade two was 0.71%. However, it should be noted that many cases of SM go unreported because it is often not recognized and because many
children are only selectively mute inside the school environment (49). The type of treatment that is chosen for the child depends if the child is able to communicate with one or several people in the uncomfortable situation or not. If the child is able to talk with someone then stimulus fading
is the more appropriate choice of treatment (Shiver, Segool, Gortmaker 404).
selective mutism is based on case studies because selective mutism is a rare childhood conditions occurring in less than 1% of the population (Crundwell 49). In a 2002 study done by Bergman, Piacentini and McCracken the prevalence of SM
in Kindergarten to grade two was 0.71%. However, it should be noted that many cases of SM go unreported because it is often not recognized and because many
children are only selectively mute inside the school environment (49). The type of treatment that is chosen for the child depends if the child is able to communicate with one or several people in the uncomfortable situation or not. If the child is able to talk with someone then stimulus fading
is the more appropriate choice of treatment (Shiver, Segool, Gortmaker 404).
Shaping.
Shaping is a form of treatment that focuses on what the child does to communicate. This form of treatment focuses on how conditions can be changed through reinforcement to slowly integrate the child into a regular social life (Shiver, Segool, Gortmaker 391). Interviews are conducted with the child to determine that individual treatment plan that will be most appropriate for the child. Shaping involves reinforcing the child's non-verbal communication, including gestures, whispering, and mouthing. This treatment process could include a reward system that is either verbal praising, or gifts. Rewards systems such as this encourage the child to use their non-verbal communication more frequently. It is very important for the treatment process to have goals for the child's progress where at a certain point the child is encouraged to communicate through words or in a louder tone of voice. It is very important that the reward system is consistent, children with SM have a tendency to like routines and if during the treatment process someone forgot to praise or reward the child for their efforts this would have a negative effect on the child's process and would not encourage him/her to continue.
Stimulus Fading.
Where shaping focuses on whatthe child does to communicate, stimulus fading concentrates on where,
when, and/or with whom the child communicates. As with shaping, stimulus fading involves the child meeting with a treatment professional to design a treatment plan and decide on appropriate goals for the child's progress. Stimulus fading involves starting treatment in a place that the child feels comfortable, preferably inside the school or setting in which the child cannot communicate. The child chooses a person that they feel comfortable with and then during conversation the conditions are changed to slowly fade the child into normal communication. For example, if the child is unable to speak in front of
his/her teacher, the teacher would slowly move closer to the area where the child is communicating. The child would be in control of this situation. It is not uncommon for the child to place notes on the walls of the school where the teacher is allowed to stand. The idea is that the child places the notes closer
to the area where the child is able to communicate until the teacher is in the room listening to the conversation.
when, and/or with whom the child communicates. As with shaping, stimulus fading involves the child meeting with a treatment professional to design a treatment plan and decide on appropriate goals for the child's progress. Stimulus fading involves starting treatment in a place that the child feels comfortable, preferably inside the school or setting in which the child cannot communicate. The child chooses a person that they feel comfortable with and then during conversation the conditions are changed to slowly fade the child into normal communication. For example, if the child is unable to speak in front of
his/her teacher, the teacher would slowly move closer to the area where the child is communicating. The child would be in control of this situation. It is not uncommon for the child to place notes on the walls of the school where the teacher is allowed to stand. The idea is that the child places the notes closer
to the area where the child is able to communicate until the teacher is in the room listening to the conversation.