Although selective mutism hasn’t honestly been at the top of my list of most frequent issues encountered among my clients’ communication profiles, I think it must be the area I have gotten the most questions about from teachers. In a way, this is appropriate, as it seems like it’s just the kind of condition that a therapist would need to work through people in the child’s life and communicative contexts in order to make a real impact.
Notwithstanding, I have had some direct experience managing the challenges to participation, interaction and measuring student progress on academic skills that come with selective mutism. I wanted to take some time here to share my perspective on this area and some strategies that I have found helpful.
The foundation upon which I have constructed these strategies is Universal Design for Learning or UDL. UDL is a framework that in many ways levels the playing field for individuals who may have typically been at a disadvantage. UDL has its roots in Universal Design, as in the field of architecture, in which the design and composition of an environment focuses on making it accessible, understandable and usable to the greatest extent possible by all people regardless of age, size, ability or disability. In other words, design that helps everyone get their needs met. A common example of Universal Design is the choice to use ramps over stairs, since a ramp will allow those who use wheelchairs, strollers, skateboards and bikes to access as well as people walking or running.
When I have needed to troubleshoot how best to help a student with selective mutism, I kept in mind the three core guidelines of UDL, which are explained very comprehensively on the cast.org website (https://udlguidelines.cast.org/). That is, in my planning of lessons and activities, we incorporate
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Multiple means of engagement: offering choices, e.g. of what to do and how to go about the learning process. We want to incorporate learner’s interests and keep them motivated. In Early Years, this can look like choices of what to ‘play’, since young children learn primarily through play-based activities.
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Multiple means of representation: offering options in how information is communicated to learners, and in how they will eventually make meaning. So information is conveyed not only via text and images but also graphics, spoken words, physical objects, movement and space, etc.
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Multiple means of action & expression: this refers to how the learner communicates with others in the classroom, and again the key concepts are options and choice. We don’t lock into only verbal responses but also allow the learner to express themself via other means, such as writing, pictograms, nonverbal communication and assistive technologies.
But what does this technical jargon actually mean for our work with students with selective mutism??
Basically, in the mainstream school setting, the teachers and peers are likely expecting that the student expresses him- or herself using spoken words. And the student is very likely choosing other, nonverbal ways to communicate.
I recommend that rather than fixating on the fact that the student isn’t talking (i.e. a deficit model– essentially focusing on the lack of speech), we honor all attempts to communicate, that is, all the various nonverbal communication. Gestures, nods of the head, pointing, eye gaze, body proximity etc.– interpret all of these as strongly as you would if the student were speaking. And in those moments when you are able, dialogue with the student as if s/he is sending a big message via the nonverbal communication. For example, if at playtime she runs outside eagerly, happy and smiling, towards the climbing frame, you can comment, “Wow, Julie! You really do love to climb!” Or if he comes to school with a tired or grumpy face, or with new shoes, comment about that. Even when the nonverbal cues are not exactly communicative, make them so, as a basis for interaction that doesn’t have to rely on the child telling you a story, answering direct questions, or other verbal skills. This is called interpreting, and it’s a technique language therapists use with a wide variety of clients.
The message sent to the student is essentially, “I understand you, even though you are not speaking. You are still an important member of this class. You don’t want to talk, that’s fine. But you are still expected to participate, and I will find ways for you to participate like all the other students, even if it doesn’t involve speaking in school.” And when the student uses nonverbal means to communicate, I typically model the spoken version of the message as if s/he was saying it.
So, with UDL in mind, we remove barriers to participation. We make sure that talking is not the only option for participation. I make sure the communicative environment (e.g. the classroom) is filled with supports that will enable them to communicate even more. Often, for young children who are not yet able to read, write or type out messages, the best way is via pictures, pictograms and photos. Twinkl has some really nice Word Mats that can serve as picture vocabulary for specific areas of the class, or topics being discussed. With visual supports for language used throughout the classroom environment, young students can learn to point to get their message across.
With older children, response cards can be used as a whole-class approach, in a way that doesn’t single out the student with selective mutism. This is not only empowering but it also reminds the student that in no way does a refusal to speak enable them to avoid participating or interacting. No excuses!
Also as mentioned before, if the student does make reference to a visual to communicate what they want, model what they want to say as if they were saying it.
Of course keeping in line with the UDL guidelines, we want to ensure that pictures and text are not our only option offered for participation. We can also offer options for participating via making noise (that isn’t speech), for example in music class or drama. Musical instruments, sound effects, beat boxing, body percussion… the ideas reach as far as your creativity.
Tips for Managing Selective Mutism
– Remove barriers to the child participating and communicating even though s/he is not talking. This means that we honor all attempts to communicate, all nonverbals. Gestures, nods of the head, pointing, eye gaze, etc. Interpret all of these as strongly as you would if the student were speaking.
– When the student uses nonverbal means to communicate, model the words they would say as if they were saying them.
– Make sure the communicative environment (e.g. the classroom) is filled with supports that will help them communicate even more. Often, the best way is via visuals. Twinkl has some really nice Word Mats, that would serve as picture vocabulary for specific areas of the class, or topics that you are discussing. Beyond the nonverbal means of communication that I mentioned above, if you have lots of visuals available, the student can point to those to get their message across.
Also as mentioned before, if the student does make reference to a visual to communicate what they want, model what they want to say as if they were saying it.
– Another great time to help the student would be during music lessons or drama class, giving opportunities to make noise, respond and participate using the musical instruments or anything that makes sound.
– Once you get a nice back and forth of participation in class routines and interaction with nonverbal communication, start creating opportunities for the student to participate in that manner. Depending on the student’s response, fluent back and forth participation in class nonverbally may lead to vocalizations (non-word sounds) and even talking.
– Students may begin speaking in a very soft voice, with only specific communication partners (best friends, a certain teacher, etc) and/or in particular contexts (during recess but not in the classroom). Celebrate even small gains in communication skills.
Remember, the most powerful tool you have is your own connection with the student!!
