SMIRA SMIRA SMIRA SMIRA Reg. Charity No. 1022673 SELECTIVE MUTISM INFORMATION AND RESEARCH ASSOCIATI ON NOT ALL SELECTIVELY MUTE CHILDREN ARE SILENT IN SCH OOL. Every selectively mute child is different and they all have their own rules about where, and to whom, they will speak. Thus it is important to realise that not all SM children are silent in school. Young children whose only problem is selective mutism can usually be placed in one of two groups: High Profile SM Sufferers Typically, these children present as wholly unable to speak to any adult in a playgroup or school setting, although they may sometimes be able to talk to a few select children at school (usually out of earshot of supervising adults). These children are now often recognised as selectively mute, as most adults can fully appreciate the potentially serious implications of having a child who cannot communicate with any supervisory adults in a playgroup/school setting. Generally there is a willingness to accept that these children are highly anxious, so all pressure on the child to speak can be removed early on. Many schools will now also recognise the need for early intervention, and will willingly accommodate parents or key workers to undertake a step by step approach involving, with younger children, sliding in or shaping programs. Shaping may consist of rewarding any sound the child is making, such as animal noises. Such schemes require time and much patience, but many parents are now reporting a great deal of success; many adults find it hard to hide their surprise and delight when these children do start to talk. These children now have a generally good prognosis if the SM is recognised at an early age. Low Profile SM Sufferers These children operate on the border-line between shyness and SM, the difference being that shy children improve with time, but low-profile SM children do not. These children are not totally silent at school and are strongly motivated to speak, due to their desperate desire to be compliant! They may answer the register with a barely audible voice. They may manage to read to the teacher and may even put up their hands to answer a simple question. They may be able to speak to one teacher, but not another. A lack of ability to initiate conversations means that these children are unable to ask for permission to go to the toilet or help if they dont understand, and are unable to tell the teacher if they feel unwell or if they are being bullied; this may result in such children being reprimanded for not speaking up for themselves. For some, contact with peers may be minimal and they can present as lonely figures on the playground and are often subject to teasing and bullying. Others are able to talk to their peers without anxiety outside the classroom, particularly when there is no danger of being overheard by adults.

As they dont appear anxious all the time, adults may not realise these children find speaking anxiety provoking, resulting in exasperation in some at their barely audible voices and lack of eye contact. Misinterpretation of their anxious behaviour as being manipulative, attention seeking, rude or defiant is not uncommon. Low profile SM sufferers may also have other anxieties, for example with regard to meal-time and toileting. Close contact with parents is advisable in order to discuss any problems the child may be having since they may be unable to communicate their needs, e.g. asking permission to use the toilet, asking for help if they dont understand, telling the teacher if they are feeling unwell or are being bullied. Any problems at home also need to be discussed with the parents. These children need to be made to feel welcome at school and their problems explained in an age-appropriate manner to peers. Preferably, a member of staff should be appointed to make a special relationship with the child in a one-to-one situation. In one school, we have heard of a lunch-time support group being created for the afflicted child. Also being patient and not pressurising the child to speak is a step in the right direction. As these childrens problems are likely to increase when they reach the senior school, it is important that their difficulties are not ignored and the right sort of help/treatment is made available. SMIRA 2008