Behavioral Intervention to Treat Selective Mutism Across Multiple Social Situations and Community Settings

Lang, Russell; Regester, April; Mulloy, Austin; Rispoli, Mandy; Botout, Amanda

doi:10.1901/jaba.2011.44-623

Cited by 14 publications

(12 citation statements)

References 12 publications

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“…Broadly, talking was defined as any instance of Julie saying something at a conversational volume. We defined responses as verbal statements or questions emitted within 5 s of the experimenter talking (Lang et al, 2011). We defined initiations as verbal statements or questions after a 5-s period of silence (Lang et al, 2011).…”

Section: Assessmentmentioning

confidence: 99%

“…We defined responses as verbal statements or questions emitted within 5 s of the experimenter talking (Lang et al, 2011). We defined initiations as verbal statements or questions after a 5-s period of silence (Lang et al, 2011). We defined face covering as Julie partially or entirely covering her face with hair or a clothing item (e.g., hoodie).…”

Section: Assessmentmentioning

confidence: 99%

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Assessment and Treatment of Selective Mutism in a Child With Autism Spectrum Disorder

Cengher

Clayborne

Crouch

et al. 2020

Clinical Case Studies

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Over 60% of children diagnosed with selective mutism are also diagnosed with Autism Spectrum Disorder. Previous research established that behavioral interventions are effective at increasing speech in children with both diagnoses. However, few studies conducted assessments to determine environmental variables that inhibit speech, and such assessments are necessary for the development of effective and efficient treatments. This case study describes an assessment that evaluated the function(s) of selective mutism. The results confirmed that the participant did not talk to avoid social interaction and that mutism occurred primarily in the presence of multiple, unfamiliar people. Our first treatment focused on increasing tolerance for social interaction, demonstrated by an increase in speech production in the presence of unfamiliar people. Our second treatment focused on increasing qualitative aspects of the participant’s speech (i.e., both responses and initiations). Finally, we taught the participant’s parents to implement the treatment in naturalistic settings, and the participant demonstrated generalization of treatment effects across people and settings. Implications for clinical practice and future research are discussed.

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Section: Assessmentmentioning

confidence: 99%

Section: Assessmentmentioning

confidence: 99%

Assessment and Treatment of Selective Mutism in a Child With Autism Spectrum Disorder

Cengher

Clayborne

Crouch

et al. 2020

Clinical Case Studies

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“…Given that SM's primary symptom presentation is characterized by avoidant/inhibited behavior, as well as the high comorbidity of SM with anxiety disorders and high familial loadings between SM and anxiety, there is increasing consensus that anxiety is indeed a core process underlying SM (Beidel & Turner, 2005;Black & Uhde, 1995;Dow, Sonies, Scheib, Moss, & Leonard, 1995). Furthermore, the behavioral techniques demonstrating support in the treatment of SM are very similar to many that are wellestablished for the treatment of anxiety problems-e.g., contingency management, shaping, stimulus fading, systematic desensitization, and self-modeling (Bergman, Gonzalez, Piacentini, & Keller, 2013;Bunnell & Beidel, 2013;Lang, Regester, Mulloy, Rispoli, & Botout, 2011;Vecchio & Kearney, 2009). There has also been some support for the use of more cognitive-behavioral treatment formats for SM that are similar to standard cognitivebehavioral protocols for child anxiety disorders (e.g., Fung, Manassis, Kenny, & Fiksenbaum, 2002;Reuther, Davis, Moree, & Matson, 2011;Suveg, Comer, Furr, & Kendall, 2006).…”

Section: Selective Mutism (Sm) Is Now Classified As An Anxiety Disordermentioning

confidence: 99%

DSM-5 and the Assessment of Childhood Anxiety Disorders: Meaningful Progress, New Problems, or Persistent Diagnostic Quagmires?

Chou

Cornacchio

Cooper‐Vince

et al. 2015

Psychopathology Review

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Having passed the one-year anniversary of the initial DSM-5 publication, this paper presents a guiding summary of key areas of change-and lack thereof-across DSM definitions of disorders affecting anxious youth, and offers data-informed evaluations and commentaries clarifying the areas in which DSM-5 should be celebrated as a meaningful advancement in the assessment of child anxiety, diagnostic dilemmas in child anxiety assessment from previous DSM editions that remain unresolved in DSM-5, and areas in which DSM-5 may have actually introduced new problems into the assessment of child anxiety. We organize our review and commentary around five of the meaningful changes in DSM-5 with implications for the assessment of anxious youth: (1) the new classification of selective mutism as an anxiety disorder; (2) the removal of the social anxiety disorder "generalized" specifier and the new addition of a "performance-only" specifier; (3) the revised operationalization of agoraphobia and the decoupling of agoraphobia from panic disorder; (4) the creation of a new category-disruptive mood dysregulation disorder-for diagnosing youth presenting with chronic irritability and severe temper outbursts; and (5) the revised classification of anxiety disorders not otherwise specified in the DSM. We then turn our attention to discuss four areas of noted diagnostic dilemmas in the assessment of child anxiety from DSM-IV that remain unresolved in the new DSM-5: (1) the phenomenological overlap between the OCD and generalized anxiety disorder (GAD) definitions; (2) the phenomenological overlap between GAD and major depressive disorder (MDD) definitions; (3) differential diagnostic utility across the separation anxiety disorder symptoms; and (4) the extent to which youth presenting with multiple marked and persistent fears should be assigned multiple distinct diagnoses of specific phobia.

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“…O transtorno tem sido relacionado a um excesso de timidez, ansiedade e comportamento opositor. Muitos casos (79%) começam na pré-escola e tem curso transitório (LEVITAN et al, 2011;ISOLAN, PHEULA, MANFRO, 2006;TURKIEWICZ et al, 2008;PEIXOTO, 2006;PRADO, REVERS, MARROCOS, 2008;RIBEIRO, 2013;POKORSKI, POKORSKI, 2012;DUMMIT et al, 1996;FACON, SAHIRI, RIVIÈRI, 2008;SHRIVER, SEGOOL, GORTMAKER, 2011;CLEAVE, 2009;KHELE et al, 2012;LANG et al, 2011;COHAN, CHAVIRA, STEIN, 2006;MANASSIS, TANNOCK, 2008;REUTHER et al, 2011;SHARKEY et al, 2008;KUMPULAINEN, 2002;BERGMAN et al, 2013;OON, 2010;OERBECK et al, 2014;PONZURICK, 2012;VECCHIO & KEARNEY, 2009;BUNNELL, BEIDEL, 2013).…”

Section: Introductionunclassified

Intervenções para casos de crianças e adolescentes com mutismo seletivo

Souza

Nunes

2021

Rev. Educ. Espec.

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O objetivo do presente artigo é apresentar uma revisão integrativa de literatura com vistas à identificação dos tratamentos psicoterapêuticos, farmacológicos ou que utilizaram a comunicação alternativa como intervenção para os casos de crianças com mutismo seletivo. Para este fim, considerou-se o levantamento bibliográfico em base de dados virtuais como método de análise. Foram selecionados os descritores nas versões português e inglês (“mutismo seletivo”, “crianças”, “adolescente”, “tratamento”, “intervenção”, “escola”, “comunicação alternativa e ampliada”, “selective mutism”, “children”, “adolescent”, “treatment”, “intervention”, “augumentative and alternative communication”) e utilizados, isoladamente ou combinados entre si, por meio do operador boleano “and” de acordo com a particularidade de cada base de dados. Como resultado, foram identificados 27 estudos, entre eles: artigos na íntegra, teses, dissertações publicadas em português e inglês nas bases de dados Google Acadêmico, ERIC, PubMed, Scielo, Web of Science, bibliotecas virtuais de universidades públicas nacionais e uma biblioteca virtual de uma universidade americana. Para a seleção final dos estudos foram definidos parâmetros de inclusão, conforme os três itens a seguir: a) estudos empíricos que mostrassem efeitos de intervenções, publicados entre os anos de 2006 a 2017; b) participantes com até 18 anos de idade e com o diagnóstico de mutismo seletivo, de acordo com os critérios do DSM 4 e 5; c) intervenções psicoterapêuticas, farmacológicas ou que utilizassem a comunicação alternativa. Foram excluídas as publicações que não atendessem aos critérios acima. Concluiu-se que intervenção terapêutica predominantemente utilizada é a cognitiva comportamental, sem indicar um tempo de intervenção específico.

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Behavioral Intervention to Treat Selective Mutism Across Multiple Social Situations and Community Settings

Cited by 14 publications

References 12 publications

Assessment and Treatment of Selective Mutism in a Child With Autism Spectrum Disorder

Assessment and Treatment of Selective Mutism in a Child With Autism Spectrum Disorder

DSM-5 and the Assessment of Childhood Anxiety Disorders: Meaningful Progress, New Problems, or Persistent Diagnostic Quagmires?

Intervenções para casos de crianças e adolescentes com mutismo seletivo

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