5013 #4

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School

Purdue Global University *

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502

Subject

Psychology

Date

Apr 30, 2024

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docx

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1

Uploaded by KidHornetMaster163 on coursehero.com

Define an anxiety disorder you are most interested in and discuss an intervention strategy you identified through your research. Children with selective mutism do not speak in some social situations where they are expected to speak, such as school, even though they speak in other situations. They will speak in their home around immediate family members, but often will not speak even in front of others, such as close friends or grandparents. The lack of speech may interfere with social communication, although children with this disorder sometimes use non-spoken or nonverbal means (e.g., grunting, pointing, writing). The lack of speech can also have significant consequences in school, leading to academic problems and social isolation. Many children with selective mutism also experience excessive shyness, fear of social embarrassment and high social anxiety. However, they typically have normal language skills. Selective mutism usually begins before age 5, but it may not be formally identified until the child enters school. Many children will outgrow selective mutism. For children who also have social anxiety disorder, selective mutism may disappear, but symptoms of social anxiety disorder may remain. Early intervention for selective mutism is key to remediation. Communication partners sometimes speak for the child with selective mutism when the child demonstrates distress. This “rescuing” behavior may discourage the child’s future speech attempts and results in negatively reinforcing the child’s avoidance of speaking. Treatment works to break the cycle of negative reinforcement. Consistency in the intervention and expectations, at home and in school, of everyone on the team is important. Speech-language pathologists (SLPs) work to provide predictability and control for children with selective mutism, which may decrease anxiety and improve self-image based on mastery of skills in a variety of settings (Kotrba, 2015). Pharmacological treatment may be prescribed by the individual’s treating pediatrician or psychiatrist (Manassis et al., 2016). Clinicians consider the behavioral influences and side effects of medications (e.g., selective serotonin reuptake inhibitors) on speech and language interventions and collaborate with behavioral health professionals, as appropriate. Monitoring the individual’s success at each level of the treatment plan through ongoing assessment will determine the overall success for consistent communication with a variety of people in different settings. Anxiety and avoidance behaviors will indicate the need to break down communication steps, locations, or audience size into more manageable steps of facing a fear (Kotrba, 2015). References Kotrba, A. (2015). Selective mutism: An assessment and intervention guide for therapists, educators & parents. PESI Publishing & Media. Manassis, K., Fung, D., Tannock, R., Sloman, L., Fiksenbaum, L., & McInnes, A. (2003). Characterizing selective mutism: Is it more than social anxiety? Depression & Anxiety, 18(3), 153–161. https://doi.org/10.1002/da.10125
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