Action Research on Selective Mutisim and Social Anxiety

1. Action Research on Selective Mutisim and Social Anxiety By Amanda Thompson

2. What is Selective Mutism? • An inability to speak in social situations where speaking is expected (ie school). • Is able to speak freely in other situations (ie home or with peers). • Failure to speak is not due to knowledge or comfort with the language. • Lasts longer than a month (excluding the first month of school). • Not speaking has a negative impact on academic or social achievements

3. What causes Selective Mutism? • No one really understands why this disorder begins • Speech or language disorders may contribute • Many exhibit extreme social anxiety • Is not usually an effect of abuse • Famous Selective Mute: • Raj on Big Bang Theory • He is not able to talk to women or if a woman is in the room.

4. Hypothesis:Can Selective Mutism be alleviated when social anxiety is reduced? I felt like the extreme social anxiety was the main contributor of her selective mutism. I focused on relieving this anxiety, by personally relating to the child. I hoped by developing a warm caring relationship with her she would feel less anxious and feel more comfortable in the classroom. I hoped when she felt more comfortable with me she could begin to talk to me, and eventually feel comfortable talking and participating in class.

5. Journal Article ReviewSharp, W., Sherman, C., & Gross, A. (n.d.). Selective mutism and anxiety: A review of the current conceptualization of the disorder. • SM is well documented, but not clearly understood. • Historically viewed as an oppositional behavior. • Recent investigation is considers SM would be better identified as an anxiety-related disorder. • Children with SM typically do not have behavior problems such as aggression and defiance. • Females experience more symptoms of anxiety. • Usually not diagnosed until the child enters school, but may start before that. • May last a few months or several years • Lack of SM in adults could be because the adult is able to control environment and avoid situations that increase stress

6. Journal Article Review Continued: • Children with SM have a higher rate of internalizing problems when compared to control group. • Anxiety disorders almost always occur with SM • Some children have speech disorders in conjunction with SM, these children may avoid speaking for fear of being teased. • “Linking SM with other anxiety disorders would help guide and focus future assessment, research, and treatment efforts.” • Effective strategies for treating anxiety disorders have been adapted for SM. Usually behavioral approaches; “such as reinforcement, stimulus fading, systematic desensitization, and token procedures.”

7. How the research was collected • The student observed was a four year old girl. • I collected the information by observing and documenting the amount and frequency of her communication (verbal and nonverbal). As well as signs of anxiety, participation in classroom activities, and interactions with classmates. • I observed and collected information each time she was in class (twice a week). Observations began in August. Implementation of hypothesis began the middle of January. • Research was limited to contact with the student at school, but also included a few interactions with her parents. (She would communicate freely with her parents, even though she was still in the school environment.)

8. Steps taken • After doing research on selective mutism I found out that many times students really wants to respond to teachers and peers, but are unable to do so. (Prior to the research, the child would not respond in any way with efforts to get to know her better.) • Starting in the middle of January, I began to make conscious efforts to relate to the child. Instead of focusing on the child, and her responding to my questions, I began to carefully observe the child and look for anything that interested her or was important to her. I would then talk to the child about these things, without requiring her to communicate back. I would tell her stories or even jokes, anything that I felt would make her more comfortable. I paid careful attention to her body language, and when she seemed to become uncomfortable, I would end the period of direct communication. At first these times lasted only a few minutes. • After she seemed comfortable with these interactions, I lengthened the time of direct communication and began to ask questions. She would usually reply with either nonverbal gestures or a one word answer. • When she became comfortable with these communications, I asked more complicated questions. She eventually began to respond with short sentences.

10. What these numbers mean As her anxiety dropped, her levels of communication rose. As she began to talk (level of verbal communication), she relied less on her gestures and her levels of nonverbal communication also dropped.

11. Explain the results • By reducing her social anxiety, the student felt more comfortable and was able to begin communicating with teachers and participating in class activities. Although she has come a long way, her spontaneous speech is still in a very low range. She still does not initiate conversation with peers. • Although I believe that the research had a positive effect on the child’s anxiety and therefore her ability to participate in class. I believe that normally these results would not be so profound. I think the immense increase in communication was also due in part to her parents providing more social experiences for the child. The parents accompanied the child to the activities, probably making her feel more comfortable and able to participate.

12. Summary and conclusion • Selective Mutism is the inability to speak in certain situations, while freely speaking in others. • Although there has been quite a bit of research about Selective Mutism, little is know about why the disorder occurs. • A child with Selective Mutismmay not talk or participate in class, although they may really want to. • Selective Mutism is no longer thought of as an oppositional disorder, but more as an anxiety disorder. Successful interventions usually focuses on relieving the anxiety, instead of producing speech. • As levels of anxiety decrease the levels communication will probably increase.

13. How this information could be used in an early childhood classroom • By creating a safe environment, and allowing for one on one interactions, the child may be able to begin to communicate nonverbally and eventually verbally. • By observing the child and noticing when and why certain anxieties arise, you will better be able to eliminate them. • By focusing on the underlying issues, you might be able to ease the anxiety and the selective mutism at the same time.