It is vital that all staff in the new setting understand the nature and implications of selective mutism and that there will be no pressure on the child to speak until they are ready. Reassurance should be given to the child to this effect, both by parents and staff (see Phase 1 intervention for relevant information). Identify a learning mentor / keyworker / support teacher in the new setting who will provide an escape route if necessary and meet with the student regularly to ensure they are happy, not being teased/bullied etc. Avoid calling attention to any new steps the student makes, such as talking in a new situation; other students should be told, without the student present, to not comment if the student with SM talks Mild expressive language difficulties may be more common in students with SM, and they can be a source of added self-consciousness and anxiety.9 10 Subtle effects on oral and written expression can include: word retrieval glitches, terse writing with few descriptive details, and the use of non-specific language (e.g. “that thing” instead of a precise noun). A screening by a Speech and Language Pathologist or Neuropsychologist may be appropriate if there are concerns about language difficulties. Instead, TELL them why. Before embarking on a programme, children need reassuring that you understand why they cannot talk in certain situations and know they are not doing it deliberately – it is anxiety that is stopping their voices from coming out of their mouths. Go on to tell them that this anxiety developed when they were much younger – they got scared when first separated from parents/teased for speaking/found it hard to use a new language/felt different or awkward in a new/noisy/crowded environment etc. The Selective Mutism Treatment Guide: Manuals for Parents, Teachers, and Therapists: Still Waters Run Deep

keeping current keyworker (but beware of child becoming too dependent on one adult over a long period of time) Anxiety can affect academic performance in many ways, even in a student who begins to talk at school. Not talking is only the tip of the iceberg! Other manifestations of anxiety include: Parents should encourage but not pressurise the child to socialise and speak in a range of situations. The child should not be punished for non-speaking, as this will only increase anxiety, but should be praised for participation in social activities and for vocalising, i.e. speaking, singing, making noises in play. How can professionals help the child? The Selective Mutism Resource Manual (2nd Edition) Johnson, Maggie and Wintgens, Alison (2016) Speechmark, Bicester, Oxfordshire: However, for a selectively mute child, summer break also means a “break” in the school intervention to help the child overcome the anxiety induced mutism. It means a two month break in routine, a two month break in provided services, a two month break in socializing with the teacher and classroom peers within the school setting. The summer break often can result in a regression in progress, in the lowered anxiety in the school setting and in the coping skills that have been practiced during the school year .

In summary, older children have developed more complicated profiles, influenced by their experiences and environmental stressors. Their individual profiles tend to show more variation than with younger children, and treatment needs to be tailored to the individual. The child has no clear indication about how often sessions with a keyworker will take place or how long they will last. The following books are recommended by SMiRA. For the full list, see: http://www.selectivemutism.org.uk/resources/recommended-reading/ Classroom Strategies for Teachers of Selectively Mute Children: http://www.selectivemutism.org/wp-content/uploads/2016/06/Classroom- Strategies-for-Teachers-of-Selectively-Mute-Children.pdf With regard to the choice of person present, care must be taken to ‘slide-in’ the child’s teacher at the appropriate time. If the child has little rapport with their teacher, sees them as an authority figure, is afraid to fail or wants to succeed almost too much, their anxiety level may be too high to allow the sliding-in technique to be successful. They will gain more confidence if the keyworker slides in a child or less ‘threatening’ adult first. Sometimes the child has such strong associations of failure with their current teacher, having tried to speak and failed on many occasions, that it is better to develop their communication with a classroom support worker in the first instance, and work towards generalising speech to the teacher in the next year group.

Summer break conjures up thoughts of lots of “fun”. To most families summer break means fun at the beach and the pool, fun having barbeques with friends, fun visiting Grandma and Grandpa, fun on that special vacation, fun playing with siblings and neighbourhood friends, fun sleeping late! Difficulties with group work; may be unassertive or passive; conversely, may be a “control-freak” if worried that the group’s work is inadequate Selective Mutism Information and Research Association (SMIRA) Reg Charity No.1022673.is a national UK support group based in Leicester. It also has overseas links. Clear, specific assignments and expectations; detailed grading standards or rubrics that reduce the student’s worries about what is expected

Seasonal Guides and Worksheets

There is a new model of confident talking, which is both holistic and wide-ranging and capitalises on day-to-day activities as opportunities for increased participation and communication, with family and key people playing a pivotal role in the intervention process.

d) keyworker/parent supports generalisation to other people and places including transition to new school/class The Shyness and Social Anxiety Workbook: Proven, Step-by-Step Techniques for Overcoming Your Fear, 3rd edition

Older children have been shown to respond well to a very gradual ‘step by step‘ desensitisation approach based in the behaviourist tradition. (Trained professionals from several disciplines, as well as teaching assistants have been able to deliver this.) As Selective Mutism is relatively rare, many teachers will never have encountered such a child before and may have no idea how to respond. Recognising that Selective Mutism is an anxiety response, similar to a phobia, may help the teacher to better understand the child. Do’s & Don’ts at Pre and Primary School: http://www.selectivemutism.org.uk/info-dos-donts-at-pre-and-primary- school/ http://www.selectivemutism.org.uk/info-dos-donts-at-secondary-school/ The Older Child or Teen with Selective Mutism:

Lenore Look, Schwartz & Wade Books. For example - Book 1: Alvin Ho- Allergic to Girls, School and Other Scary Things/ Lenore Look, Schwartz & Wade Books, 2008.

It is the audience/conversational participants or setting which changes rather than the child’s speech effort. The child talks to a trusted conversational partner (usually a parent) in a minimal anxiety situation and then one factor is changed – an anxiety trigger is introduced. If the child is relaxed to start with and the change is only slight, the child can tolerate the anxiety trigger and keep talking. For example they can tolerate another person gradually coming closer and joining in the activity. Students with SM are, in general, extremely sensitive individuals. Older children and teens are acutely aware of their differences and the responses they elicit from their teachers and other adults. People have been trying to get them to talk for years! They understand that they repeatedly fail to meet standard expectations in the school setting. Consequently, they are wary and keenly aware of the most subtle pressure to communicate. Wanting to avoid attention, they typically have learned to hide the appearance of anxiety; while younger children may freeze and show a blank expression, older students more commonly appear relaxed and “ok,” even when they’re not.