Selective Mutism, a condition that is challenging to diagnose but important to detect early in life, is often mistaken for shyness in children. Although parents, teachers, and society can observe noticeable characteristics in these children, there is an implicit assumption that they will eventually overcome it. Due to frequent misdiagnosis, treatment is often neglected, thus posing challenges in addressing the issue before it leads to lasting effects on the child.
Parents and teachers can assist undiagnosed children who silently suffer from Selective Mutism by educating themselves about the disorder and its treatment. Selective Mutism is a condition where children have trouble forming personal connections with peers or non-family members. It is characterized by an ongoing inability to speak in specific social situations, like school or while playing with others, even though they are capable of speaking in other scenarios (Camposano, 2011).
Children who have Selective Mutism do not have difficulties speaking and interacting with individuals whom they are close to and trust. However, challenges arise when they are in unfamiliar environments or outside their comfort zones. Many individuals misconstrue Selective Mutism as a speech disorder due to the child’s remarkable silence, thus assuming there is an issue with their ability to speak or comprehend language. Anxiety appears to be the prominent concern for children affected by this disorder.
In 2011, Lisa Camposano stated that having a family history of anxiety is often a factor in the development of Selective Mutism. However, speech and language difficulties and willful opposition do not seem to have a significant impact on the disorder. The common assumption that shyness is the main cause of this disorder makes it difficult for children with Selective Mutism to engage and connect with their peers. To gain insight into this condition, it is important to first comprehend the experience of having fears or phobias.
Others may perceive our fears differently, but they hold a profound personal significance for us and can even cause emotional paralysis. In children, Selective Mutism is identified when their inability to speak persists for at least one month and hinders their academic or professional progress or social interaction. It is crucial to acknowledge that the absence of speech in these cases cannot be attributed to a lack of language proficiency or a communication impairment (Downey, 2010).
Due to its frequent misdiagnosis, there is limited research on Selective Mutism, resulting in a lack of understanding about where it originates. This disorder is not commonly found and affects about 2% of the population, with girls being more affected than boys (Buzzella, 2011). Selective Mutism is classified as a social phobia and poses challenges for children when it comes to engaging in classroom interactions with both their peers and occasionally their teacher.
Children with language disorders experience challenges in socializing with their peers as they find it difficult to actively participate in conversations with children of the same age. This hampers their capacity to develop effective language skills and impairs their comprehension of social cues. Consequently, this adversely affects their education as they display reluctance to engage in group discussions and projects. As a result, their academic performance can be significantly affected as they isolate themselves and disregard unfavorable forms of communication. Nevertheless, if these issues are identified early on, children can benefit from suitable treatment, therapy, and interventions.
Understanding and addressing Selective Mutism in schools is crucial for children’s wellbeing and academic success. By learning about this disorder, we can effectively support and educate children who experience it. Interpersonal interactions, social and emotional development, as well as academic performance, are all significant aspects to consider when helping children with Selective Mutism (Ford, 1998).
Children with Selective Mutism may benefit from not being fully integrated into mainstream school settings, particularly in the early stages of their condition. The size of classrooms can be overwhelming for these children, causing them to withdraw and avoid communication. In contrast, Special Education teachers who have smaller classrooms and more opportunities for one-on-one interaction can offer significant advantages for children with Selective Mutism. Indirect communication is a highly effective intervention for helping these children.
Using toys as a means of communication can help young children interact with others. One approach is to play with the child and have them talk through a toy. Another option is to sit back to back with the child and engage in conversation, creating a relaxed setting where they feel more comfortable speaking and reducing anxiety. While implementing this method during a formal lesson may be challenging, it gradually helps build trust and strengthens the bond between the child and the adult.
Other treatment options to decrease anxiety in children include providing healthy relaxation methods and coping strategies. These interventions include relaxation skills, meditation, and breathing exercises (Camposano, 2011). These techniques help children relax and manage their anxiety throughout the day. In addition to promoting relaxation and calming nerves, it is important to enhance self-esteem and confidence in children.
This is a significant issue as when a child has more confidence in their actions, they are also able to confidently express themselves without doubting their abilities. The main objective for children with Selective Mutism is to assist them in feeling at ease with verbal communication in social settings that they find challenging. According to Camposano in 2011, increasing verbal communication may require several years of long-term therapeutic intervention, depending on variables such as the length of the mutism and the seriousness of the symptoms.
This is not something that will be quick and easy for the child, but it is something that needs to be prioritized by the adults and educators in the child’s life. Due to the unfamiliarity with Selective Mutism for most people, we are way behind in providing assistance to these children. The misdiagnosed children who remain silent require support and collaboration from their families and educators in order to enhance their social comfort. As an educator, possessing knowledge and remaining impartial provides a significant advantage in identifying this disorder in the classroom.
It is crucial to communicate with parents about the importance of testing or treating their child for something more serious than mere “shyness”. Failing to properly diagnose and treat Selective Mutism in a child could lead to language difficulties and emotional strain. Since school provides the ideal environment for improving social and verbal abilities, it is vital to intervene at an early stage.
