SELECTIVE MUTISM:

A HANDOUT FOR EDUCATORS

Selective mutism is a rare anxiety disorder where a child will control where and to whom s/he
chooses to speak1. This failure to speak is not due to a cognitive deficit, lack of understanding of
language, or speech/ language disorders. Formal diagnosis for selective mutism typically occurs
between the ages of 2 and 5, usually when the child enters school for the first time, and the problem
of not speaking in the particular setting persists for at least 1 month2. A child with selective mutism will
not speak in specific situations, usually at school, even though they speak in other settings, such as
in the home1. The absence of speech hinders the child to function well at school or in social
interactions2.

CHARACTERISTICS

Restricted speech in specific settings1

Communication by gesturing, pulling, or pushing1
Excessive shyness3
Fear of social embarrassment3
Withdrawal3
Social isolation3
Clinginess3
Temper tantrums3
Controlling or oppositional behavior3

DEVELOPMENT
According to learning theory, selective mutism is a
learned response that is reinforced and maintained
by the childs environment1. For example, if the
child refuses to speak at school, other classmates
will communicate for the child and often interpret
the childs needs, thus reducing the childs need to
speak1. Therefore, the child learns to use their
silence as a way to control or reduce their anxiety
as a reaction to certain stimuli2. It has been
documented that a majority (66%) of those with
selective mutism often show symptoms of
anxiety2. Some research also suggests that early
developmental risk factors can influence the
development of selective mutism, including
unresolved internal conflict, genetics,
hospitalization, or trauma3.

INTERVENTIONS
Selective mutism can last anywhere from a few months to several years3. Selective mutism often
worsens with time, continues to interfere with a childs academic and social development, and
may become a distinguishing factor of the childs identity4. Early intervention is crucial because
the longer its duration, the more resistant selective mutism can be to intervention3. Here are some
helpful interventions that educators can use5:
Help prepare the student for speaking opportunities in
the classroom (e.g., tell the child what question you will
ask and ensure the child knows the answer).
When the student does speak, thank them for their
answer rather than highlighting the fact that they spoke.
Provide the student with speaking opportunities when
few children are around to help them realize they are
capable of speaking.

FOR MORE INFORMATION:

Reinforce the student for steps toward verbal

communication and reduce reinforcement for nonverbal
communication.

Selective Mutism Foundation:

o http://www.selectivemutismfoundation.org/
The Selective Mutism Group:
o http://www.selectivemutism.org
American Speech-Language-Hearing Association:
o http://www.asha.org/public/speech/disorders/SelectiveMutism

REFERENCES
1. Kehle, T.J., Bray, M.A., Theodore, L.A.(2004) Selective mutism: A primer for parents and
educators.Helping Children at Home and School II: Handouts for Families and Educators,
(S8)167-170. Retrieved from http://www.nasponline.org/educators/selectivemutism_ho.pdf
2. Muris, P., & Ollendick, T. H. (2015). Children who are anxious in silence: A review on selective
mutism, the new anxiety disorder in dsm-5. Clinical Child and Family Psychology Review, 1-19.
3. Hung, S., Spencer, M. S., & Dronamraju, R. (2012). Selective mutism: Practice and intervention
strategies for children. Children & Schools, 34(4), 222-230.
4. Busse, R. T., & Downey, J. (2011). Selective mutism: A three-tiered approach to prevention and
intervention. Contemporary School Psychology, 1553-63.
5. Fischer, C., Born, T., McGivern, J. (2013). Selective mutism and reluctance to speak: Treatment
considerations for complex clinical profiles. Retrieved from
http://www.nasponline.org/conventions/2013/handouts/ms/fischerbornmcgivern2013selectivemutis
mandreluctancetospeaktreatmentconsiderationshandout.pdf