This post is all about selective mutism activities you can do with your child at home, in therapy, or at school.

Selective mutism is the inability to talk in social settings despite being able to talk normally in a comfortable setting. Most often, this happens when children begin going to school. They may have normal speaking habits at home, but they cannot interact with their teachers and classmates when they get to school. The level of communication your child can perform will depend on the severity and particular symptoms of their selective mutism.

Children with selective mutism can be successful in the classroom with speech therapy or accommodations designed by a Speech Language Pathologist.

As parents we see the struggles our children face every day. We know our children best and see things that others don’t usually see. We know their personal inner battles that they need to ove…

From link above, Selective Mutism vs Shutdowns SM is a complex anxiety disorder where a person is unable to speak in an unfamiliar setting, with unfamiliar people, or with people the person knows b…

In this post, hear Sarah's story about living selective mutism and childood anxiety. Encouragement and 5 tips for parents.

Selective Mutism is a mental health condition that most commonly affects children, in which the child can only speak in specific situations.

This post is all about selective mutism activities you can do with your child at home, in therapy, or at school.

If you want to know how to help a child with selective mutism at home and in the classroom, this post has 11 helpful tips and strategies to inspire you.

What a student's silence is really saying.

Communication cards for non-verbal person, ASD (autism) with selective mutism, aphasia, hypersensitivity, child learning Montessori language... These flash cards decorated on the theme of dinosaurs will allow you to express yourself in a simple way in everyday life. There are 36 cards, 35 of which are useful for communication. 2 of them are blank in order to fill them according to your needs. Upon purchase, you immediately get a download link to save as PDF and print your maps. You can print them as many times as needed. It is advisable to laminate them so that they last longer. A colored circle appears on each card so that you can punch them all in the same place to connect them with a ring if necessary. If you have any questions or hesitations, do not hesitate to contact me. IMPORTANT: If you are interested in several sets of communication cards, know that there is a "bundle" (pack) in my shop containing the "Emotions", "Sensations" and "Daily life" flash cards.

What a student's silence is really saying.

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p. 4-5 Communication cards for male students p. 6-7 Communication cards for female students Both sets contain cards to communicate the following basic wants and needs: -Yes -No -I don’t feel good. -I need help. -I don’t want to talk. -I don’t know. -I need a break -May I go to my locker? -I need more time. -May I use the restroom? -Can you say that again? -Please ask me a yes/no question. **************************************************** IF YOU LIKE THIS PRODUCT, BE SURE TO CHECK OUT MY Practical Initial Strategies Data Collection for Selective Mutism. In that product, you will find information regarding the beginning steps of intervention for Selective Mutism in the school setting. Strategies and explanations regarding what comes first: -Making the school experience positive (practical strategies such as classroom seating arrangements, opportunities for nonverbal participation) -Assessing the child’s comfort level The following tables/logs to use at the start of intervention for a student with Selective Mutism in the school setting: -Speaking situations assessment log – at home or in the community. -Speaking situations assessment log – at school. -Parent’s log - Comfort level in daily school-related activities. -Teacher’s log - Comfort level in daily school activities. -Extracurricular/community activities.

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Brave Talking Ladder – To use with Children with Selective Mutism What is a brave talking ladder? Does your child or student have Selective Mutism? If so then you may have heard the term ‘brave talking ladder’. A brave talking ladder is a worksheet/tool which can be used with a child with Selective Mutism. Before … Brave Talking Ladder Read More »

How to differentiate selective mutism from child shyness? In this short read, you'll get some insight into red flags to keep in mind!

Through the years I have had a few students with selective mutism. When I met my first student with S.M., I thought she was just very shy. For this post, I will call her Sally but that is not her real name. But, after a couple of weeks of school, it was clear that there was more going on that a case of shyness. That is when I asked for a meeting with Sally's parents to get their insight into what was happening. Her parents told me that she would only talk to the people in her immediate family and one neighbor. She wouldn't even speak to her grandparents or cousins. After observations and meetings with her pediatrician, counselor, speech pathologist, she was officially diagnosed as having selective mutism. Luckily, Sally's parents were very open to ideas and happy to try anything that we suggested. Sally's mom would send me something to school on a weekly basis. Sometimes it was a bag of cookies that Sally and her mom had baked together. Other times Sally's mom let her pick out a packet of stickers to donate to our class. Sally's job was to hand the item(s) to me. We set the following goals: 1st: Hand the item to the teacher without mom standing beside her. I said thank you but did not ask her any questions about the item. 2nd: Hand the item to the teacher while looking at the teacher. I said thank you but did not ask her any questions about the item. 3rd: Hand the item to the teacher and say you're welcome. I said thank you but did not ask her any questions about the item. 4th: Hand the item to the teacher while looking at the teacher and say you're welcome. I said thank you but did not ask her any questions about the item. 5th: Hand the item to the teacher while looking at the teacher and say you're welcome. Answer teacher's question with one word. I said thank you and then asked her a question that could be answered with one word - usually a yes/no question. 6th: Hand the item to the teacher while looking at the teacher and say you're welcome. Answer teacher's question with 2 or more words. I said thank you and then asked her a question that required a few more details. Once again, Sally's parents provided extra support to help her build relationships with her classmates. Sally and her mom loved to bake. Usually students only brought treats for their birthday. I gave her mom permission to send in treats more frequently. When Sally passed out the treats to her classmates, she was concentrating on the actual process of passing out, and less about her anxiety about communicating with her classmates. We set goals for this too. 1st: Pass out treats without teacher support. 2nd: Pass out treat and make eye contact with classmates. 3rd: Pass out treat, make eye contact with classmates, and smile when student says thank you. 4th: Pass out treat, make eye contact with classmates, and say you're welcome when classmate says thank you. Sally received weekly support from our school counselor. Our counselor let Sally choose a buddy come with her. She and the buddy played games in the counselor's office. In the beginning, Sally would only smile and shake her head for yes or no. But, over time she slowly began to whisper to the counselor and her buddy. I think it helped that there was only one buddy and they were in a quiet office so she felt more comfortable. By the end of the year, she was able to invite 3 buddies to go with her. As you can imagine she became very popular because she got to pick her buddy(ies). Word quickly spread that if Sally chose you, you got to go play games. Students wanted to sit by her at lunch and invited her to play games with them at recess. There are different reasons why a student may have S.M. Sometimes it is an anxiety issue. Click HERE to read more about this topic. Interested in reading more posts? Click on the pictures below.

Communication cards for non-verbal person, ASD (autism) with selective mutism, aphasia, hypersensitivity, child learning Montessori language... These flash cards decorated on the theme of dinosaurs will allow you to express your emotions. There are 18 cards, 17 of which are useful for communication. 2 of them are blank in order to fill them according to your needs. Upon purchase, you will immediately get a download link to save as a PDF and print your maps. You can print them as many times as needed. It is advisable to laminate them so that they last longer. A colored circle appears on each card so that you can punch them all in the same place to connect them with a ring if necessary. If you have any questions or hesitations, do not hesitate to contact me. IMPORTANT: If you are interested in several sets of communication cards, know that there is a "bundle" (pack) in my shop containing the "Emotions", "Sensations" and "Daily life" flash cards.

Selective Mutism (and most other anxiety disorders) are becoming more prevalent, especially among children. As a school-based Speech-Language Pathologist, I have the opportunity to collaborate with Psychologists, parents, and school staff to support students with selective mutism. I created this product to provide information and strategies for parents, teachers, and other school staff who are involved in supporting a child with "selective mutism." This product includes the following: - 2-sided handout with information and strategies for parents and educators - Ladder Approach Worksheet (SAMPLE) - 2 blank templates for using the Ladder Approach I hope this product is helpful and informative! **Cover Clip Art Credit: My Cute Graphics https://www.mycutegraphics.com/

Selective mutism is when a child does not speak in certain situations or settings (like at school) but is comfortable speaking in others (like at home). It often starts before a child is 5 years

I have had a few clients with Selective Mutism. Selective Mutism is a condition in which the child is fully capable of speaking but only does so in selective instances. Most of the children with this condition (it can linger into adulthood also) will speak to their immediate families but will not speak in public. It is not clear what the root cause of this disorder may be. It is not simply a stubborn or willful child. It seems more a problem with extreme anxiety and at times shares similarities with a fluency disorder. I have seen the children appear as if their lips were glued together at times, tight yet with a tremor that suggests they are attempting to speak but cannot. I am not an expert on Selective Mutism, but here are some basic treatment principles I have gleaned from my research on this disorder: 1. Always present to the child an expectation that they will eventually speak, when they are ready. 2. Do not coax, bribe, reward, threaten, or punish the child for speech or non-speech. 3. When a child does speak, suppress your excitement. Calling attention to the speech may cause the child to shut down again. 4. Do not whisper about the child with parents or other adults. This may increase the child's anxiety and cause them to think they have a serious illness or something to be ashamed of. 5. Accept the child where he is and give him tools to increase participation. I teach the use of gestures, signs, PECS, drawing, and writing. I learned quickly with children who have Apraxia, that augmented communication tends to remove the "pressure" to speak and often frees the child's voice by reducing the anxiety level. 6. Do not be discouraged by slow progress or small gains. It is a "process" in most cases. Since I have been running several Social Thinking groups, I have recognized the benefits of small group treatment for pragmatic disorders. It occurred to me that perhaps this same format and many parts of this curriculum might be beneficial to the population experiencing Selective Mutism (SM). So, I am just beginning a new group of three children with varying degrees of SM. PROS: These boys will see that they are not the only person in the world with this kind of difficulty. They will learn social skills/thinking that will hopefully change their perspectives and reduce their anxieties. CONS: I anticipate that it will be a relatively quiet group but I hope the noise levels will increase in due time. I must be careful not to increase their anxieties; this will require me to carefully plan and re-examine each lesson in view of the Selective Mutism issues. Lessons to be included: Expected / Unexpected Behavior: I do not discuss the idea that others have thoughts about us and our behaviors because that would likely exaccerbate their social anxiety. I do present the idea that certain behaviors are expected in a group and I emphasize the expectation to participate (in some way), to respond when spoken to (in some way), etc. I list 'not responding' in the unexpected behaviors column. This serves to establish the expectations and the idea that they are fully capable of doing this in some way. Problem Scale: Learning to rank problems in degree of severity. Helping the children to see situations in a proper perspective rather than magnifying things way out of proportion. Hopefully this will serve to reduce anxiety over time. Being Part of the Group, Body in the Group, Brain in the Group: I don't anticipate the typical problems seen in other groups with lots of disruptive speaking, moving, etc. as the kids with SM tend to be more introverted. Instead we will likely need to stress participation as part of being in a group. Being a Social Detective, Think with my Eyes, Reading Plans: These lessons address the ability to infer ideas, attitudes, emotions, predict events, understand how others feel and how our behavior (or lack of behavior) affects others. The hope is that through these lessons, the children will be empowered with a sense of understanding of social contexts, learn to navigate them more easily, and gain confidence through their knowledge. Here are some of the resources I will be drawing from, in addition to Michelle Winner's Social Thinking curriculum: Intertwined throughout the lessons, we will pull in materials addressing relaxation and vocal exercise, dealing with anxiety, and having fun playing games with the other boys. Class One: Getting to know each other. I had no illusions that the boys would readily speak to each other so we made posters about ourselves (teachers included). I drew my own poster with my stick figure family in crayon and some of my favorite things. I encouraged the boys to do the same and provided a few cut out Boardmaker pictures of some of their favorite things (according to their moms). It went well enough. However, none of them wanted to tell about their posters, so I looked at what they had drawn and tried to tell their stories with a few head nods to confirm... and resistance from others. Adaptations I made to the typical Social Thinking curriculum: Expected/Unexpected Behaviors: Add "Speaking and answering questions, or communicating in some way, when being spoken to", "Participating in activities". The plan will be to NOT apply pressure to speak but to at least "put it out there" that speaking is an expected behavior. It is important to always present the expectation that the child is fully capable of speaking and will at some time speak, rather than treat them like fragile "eggshells". However, one must tread carefully between a sense of expectation and pressure to speak. I will suggest or demonstrate how they can use gesture, writing, or drawing as a means of communication. I have found that providing alternative communication can alleviate some of the anxiety and make verbal communication easier. (Side note: If the child with Selective Mutism is new to treatment and deeply entrenched in his difficulty, the group is not where you should start. The child will need some individual treatment in order to build some trust with the therapist and most likely will have great difficulty participating in anyway, even in nonverbal ways). Class Two: We discussed the speech mechanism. Used drawings from a Voice book to discuss the body parts involved in speaking: lungs and how air moves in and out, lips, tongue, jaw, vocal folds. We discussed that our brains (we) are in control of these body parts; the parts are not in control of us. Practiced moving (saying sounds) with the parts: ah, oo, ee, ppp, bbb, mmm, ttt, lalala, nnn, duhduhduh, kkkk, ggg.... I am happy to report that all boys, even my most reluctant one, verbally participated in this task. Then we discussed that sometimes these parts might "seem" to get stuck making it hard to speak, but they really are not stuck. When we feel stuck, we may to need to "relax" our muscles. We then practiced a few relaxation techniques: Deep breaths, slow count to 10, stretches, and happy thoughts. From there we launched into the Social Thinking lessons on introducing emotions, changing peoples' emotions, the book Miss Nelson is Missing (I suggest that the use of this book is simply an activity for the group. We do discuss how the various behaviors affect others but I do not directly emphasize that there mutism is a negative behavior.) We finished up playing the imitation game with hand gestures. Two of the boys tolerated being the leader and having everyone "watch" and follow him. (This games serves to engage the boys in a group cooperative activity as well as tolerate attention to their hands and actions, not so much their speaking if they do not desire to make sounds.) All in all, it was a very successful class. Class Three: Problem Scale. This should be immensely helpful when applied to gauging the size of a problem situation. We discussed problems and our reactions and ranked specific examples. Interesting to see how each child responds (allowed them to hold up fingers if they did not want to tell me their rating). One boy rated virtually everything a #4 or #5 (big problem) while another boy ranked everything a #1 problem. We read Alexander and the Horrible, No Good, Very Bad Day. I was able to get them all to repeat this line in chorus several times. (Choral speaking, all together, is often easier for the SM child; this is also related to the term 'vocal contagion' indicating that making noise as a group tends to be contagious and kids will engage in it if others are doing it first and alongside them). Later we can apply "anxiety" levels to the scale to judge how the child "feels" compared to the "real dangers" inherit in any situation and work to reduce their anxiety levels. Class Four: Brain is in control of us and helps us think. Review Vocal mechanism and the role of our brain to control our bodies. Discussed how our brain helps us interpret messages about others and our environment: seeing, hearing, feeling, smelling (feel items in bag and guess what they are, smell test, etc). Brain is powerful and controls our voice and our mouth. Our voice or mouth do not control us. Discussed "brain freeze" and the use of our relaxation techniques to battle "brain freeze". It is going well. Lots of words, sounds, and participation even from most reluctant speaker; still not full sentences or conversation but we are opening up to the group! Class Seven: Today was our last Selective Mutism class. Everyone is doing well but with school about to begin, we are discharging one client, seeing another at his school, and rolling one over to a Social Skills group. For our last session I made a booklet on Boardmaker adapting the SuperFlex and Worry Wall characters (from the SuperFlex curriculum) to fit the needs of our group. We discussed Flexible vs. Inflexible in physical items: rubber band, play-doh, rock, stick, etc. After reading our story we pretended to put on SuperFlex capes and flew around the room embracing our SuperFlex persona. The boys seemed to really enjoy and connect with the superhero part of their brains. Hopefully they will be able to call on SuperFlex capabilities next time they need them. Coming soon to TPT store......

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What a student's silence is really saying.

According to ATIA (2016), Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities o…

It is ideal for high school students but can be used where appropriate. Proofreading practice worksheet 1. Eng