Communicating Phonics - The Communication Trust

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Communicating PhonicsSection 4 > Different types ofspeech, language and communication needs > Children with selective mutismAn evidence resource to inform next stepsMost children with selective mutism have adequate languageskills to learn to read and will not require special educationprovision, but some adaptations and staff awareness trainingwill be necessary; selective mutism is unlikely to resolvespontaneously. Early identification and intervention areessential, as the longer selective mutism is left the moredifficult it is to resolve. Outcomes are generally successful ifselective mutism is identified and treated as early as possible. 50Additional resources and further supportPublications and Resources:The Selective Mutism Resource Manual by Maggie Johnson andAlison Wintgens (2001) Published by SpeechmarkCan I tell you about Selective Mutism? A guide for friendsfamily and professionals by Maggie Johnson and AlisonWintgens (2012) Published by Jessica KingsleySilent Children: Approaches to Selective Mutism (video/DVDand book) Rosemary Sage and Alice Sluckin, eds. (2004)Published by SMIRA and University of LeicesterHelping your child with Selective Mutism: Practical steps toovercome a fear of speaking by Angela, E., McHolm, Ph.D.,Charles, E., Cunmningham, Ph.D., Melanie, K., Vanier, M.A.,(2005) New Harbinger Publications Inc.Helping Children with Selective Mutism and their Parents: AGuide for School-Based Professionals by Christopher Kearney,Ph.D (2010) Published by Oxford University PressUnderstanding the World of Selective Mutism (CD-ROM), bythe Selective Mutism Group Childhood Anxiety Network: ErinBenzie and Susan Benzie, Sherry Heckman, Julie NicodemusJolly Phonicshttp://jollylearning.co.uk/overview-about-jolly-phonicsTeachers’ CPD Course, Supporting Pupils with Selective Mutismwww.lighthouse.tvOrganisations and websites:Selective Mutism Information and Research Association -www.simra.org.ukSelective Mutism Group-Childhood Anxiety Network -www.selectivemutism.orgSMIRA Information Pack for Resource Centres and InformationPack for Parents, available from:www.smira.org.uk/publications/23-smira-publications.html50 Johnson and Wintgens, 200158
Communicating PhonicsSection 4 > Different types ofspeech, language and communication needs > Children with selective mutismCase StudyPriya was a shy and ‘clingy’ toddler, she didn’t speak at nursery,although she did at home. By the time she reached three years ofage, her mother was concerned about her speech and decided toseek professional advice.After some research, her mother contacted SMIRA and the familyattended their annual conference, meeting parents of childrenwith similar issues and were able to speak to professionals with anunderstanding of selective mutism.After a time of settling in at school Pryia was still not speakingthere. She was seen for assessment by an Educational Psychologistand her mother and teacher attended a training course onselective mutism.What helps PriyaThe school followed guidance on no one putting pressure on Pryiato speak and a specific ‘sliding-in’ programme was set up using the‘Selective Mutism Resource Manual’.This structured programme, very gradually introduced the teacherinto short activities where Priya was talking with her mother in aquiet room in school – from sitting outside with the door closed,to moving nearer to Priya and her mum. These ‘sliding in’ sessionscontinued through reception.After a while Pryia was happy to give one or two word answers toher teacher. She also started to speak to each of her friends oneby one. At the beginning of Year 1 Pryia was able to answer theregister. ‘Sliding-in’ was then discontinued and Pryia was allowedto progress on her own. Her confidence has grown and she nowspeaks spontaneously and freely to children and adults. She hastaken on a speaking role in her school nativity play and has sunga solo with a drama group. This improved confidence in talking atschool has enabled Priya to join in and make good use of phonicsteaching.59
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