What Teachers Should Know About Selective Mutism in Early Childhood

Abstract

Selective mutism is a relatively uncommon, yet significantly impairing anxiety disorder that causes difficulties in young children when communicating in social situations (such as school) even though they speak normally when they are comfortable (such as at home). Early childhood educators play a unique role in helping to identify selective mutism, given that symptoms often do not occur in the home environment. Parents are incumbent upon educators to bring non-communicative behavior to the parent’s attention, and recognition of selective mutism by early childhood professionals can lead to a referral for appropriate intervention services. Unfortunately, research has indicated a problematic, lengthy lag-time to treatment for children with selective mutism (i.e., symptoms occurring on average 3 years before beginning treatment). Early recognition and treatment of selective mutism can have a profound effect on prognosis; therefore, it is important for educators to understand the difference between shy behavior and symptoms of selective mutism, where to find information regarding selective mutism, and aspects surrounding referral for intervention. This article includes brief descriptions of components of evidence-based treatment for selective mutism including contingency management, stimulus fading techniques, exposure-based practice, and audio/video self-modeling are provided to guide educators of early childhood. Finally, specific classroom strategies for the teacher to use, such as providing a warm classroom environment, using a hierarchy of communication and fixed-choice questions, increasing wait-time for questions, and using video recordings for communication, are reviewed. Use of these strategies will aid in supporting the child’s treatment in the classroom environment, thus reducing the child’s anxiety and increasing verbalizations.