Communicative, cognitive and emotional issues in selective mutism

Capobianco, Micaela; Cerniglia, Luca

doi:10.1075/is.17018.cap

Cited by 4 publications

(2 citation statements)

References 36 publications

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“…Recent results on 12 typically developing Italian children, observed monthly between 10 and 25 months, have highlighted that both combination types show a significant developmental pattern during the 2nd year of life, each providing specific contributions in language and communication development. Overall, this entails understanding of mental states and developing a typical interaction and a secure attachment between the mother and child (Capobianco and Cerniglia, 2018a,b; Cimino et al, 2018).…”

Section: Theoretical Framework and Constructsmentioning

confidence: 99%

Intersections and Divergences Between Empathizing and Mentalizing: Development, Recent Advancements by Neuroimaging and the Future of Animal Modeling

Cerniglia

Bartolomeo

Capobianco

et al. 2019

Front. Behav. Neurosci.

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Both mentalization and empathy allow humans to understand others, through the representation of their mental states or their mood, respectively. The present review aims to explain those characteristics which are shared between empathy and the Theory of Mind. Research in neuroscience, based on naturalistic paradigms, has shown that abilities to mentalize and to empathize are associated with the activation of different neuro-cognitive circuits. As far as mirror-neuron processes are concerned, some structures (like Anterior Insula, AI; Anterior Cingulate Cortex, ACC) play a role both in the representation of one’s own affective states and in comprehension of the same affective state when experienced by others. As for mentalization, the temporal parietal junction (TPj) and temporal poles (TP), the upper posterior temporal sulcus (pSTS) and the medial prefrontal cortex (mPFC) are greatly involved: the latter appears involved in the attribution of one’s own and others’ temperaments. Interestingly, the ventral/orbital portion of the PFC (orbito-frontal cortex, OFC) is involved in subserving shared affective experience during cognitive mentalizing. This brain region represents a point of overlap, from a psycho-biological point of view, where emotional mirroring and affective cognition meet up. As for animal models, laboratory rodents can well be tested for prosocial behavior. Some examples include deliberate actions, allowing another conspecific the possibility to feed (“giving food”): this willingness can vary across donors, depending on how the recipient is perceived. Other examples include the possibility to let a trapped conspecific come out (“giving help”). The state-of-the-art knowledge about this theme can inform the programming of specific clinical interventions, based on the reinforcement of empathic and/or mentalization abilities.

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Section: Theoretical Framework and Constructsmentioning

confidence: 99%

Intersections and Divergences Between Empathizing and Mentalizing: Development, Recent Advancements by Neuroimaging and the Future of Animal Modeling

Cerniglia

Bartolomeo

Capobianco

et al. 2019

Front. Behav. Neurosci.

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“…The child agreed to read aloud for the specialist, during which MT reading tests were administered (Cornoldi, and Colpo (2004)) [ 21 ]. The results at the end of the 4th grade showed below-average correctness (request for immediate intervention) and speed (request for attention) in reading, with aspects of intonation and punctuation falling short of standard expectations.…”

Section: Follow-up Assessment and Results Of Intervention (11 Years O...mentioning

confidence: 99%

Selective Mutism and Comorbidity with Specific Learning Disorders: Evaluation and Multimodal Intervention in a Clinical Case of a Female Child from 7 to 11 Years of Age

Capobianco,

Costa

2024

Children

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Selective mutism (SM) is an anxiety disorder that is characterized by a child’s persistent inability to communicate verbally in some or all contexts of social life. It is often associated with other cognitive–affective disorders. Performing cognitive–behavioral assessments and psychological interventions can be challenging due to the difficulty in administering standardized neuropsychological tests and involving family and teachers in the intervention program. In a single case study, a young Filipina girl with SM underwent a comprehensive neuropsychological assessment and received multimodal therapeutic intervention between the ages of 7 and 11. The psychological intervention included cognitive–behavioral psychotherapy to improve social–cognitive skills and learning abilities, reduce anxiety, and provide speech therapy. The parents and teachers were actively involved in the therapeutic process and a underwent a psycho-education program. Following this treatment, at the age of 11, the girl started verbalizing in therapy and school contexts, although she still used non-verbal strategies. There was also a gradual improvement in her communicative–linguistic skills and school learning. In conclusion, this report emphasizes the importance of applying an integrated and multimodal intervention to treat SM in children, including psychoeducation for parents and teachers.

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Efficacy of psychological interventions for selective mutism in children: A meta‐analysis of randomized controlled trials

Steains

Malouff

Schutte

2021

Child

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Background Selective mutism is a rare childhood anxiety disorder characterized by a consistent failure to speak in certain social situations where speech is expected, despite fluent speech in other situations. The purpose of this meta‐analysis was to investigate the efficacy of psychological interventions for selective mutism in randomized controlled trials (RCTs). Methods Five RCTs with a total of 233 participants were analysed using a random‐effects model. A quality assessment of the included studies revealed that psychometrically sound measures and treatment manuals were used across all studies. Results The results of the analyses showed psychological interventions to be more effective than no treatment, with the overall weighted effect size of g = 0.87, indicating a large mean treatment effect. This effect did not significantly differ with whether only selective mutism specific or nonselective mutism specific measures were included in the analysis. Conclusions These findings provide support for the efficacy of psychological treatment for selective mutism. Future research could examine the effects of the successful treatments identified in this meta‐analysis when compared with a psychological placebo or another bona fide treatment.

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Communicative, cognitive and emotional issues in selective mutism

Cited by 4 publications

References 36 publications

Intersections and Divergences Between Empathizing and Mentalizing: Development, Recent Advancements by Neuroimaging and the Future of Animal Modeling

Intersections and Divergences Between Empathizing and Mentalizing: Development, Recent Advancements by Neuroimaging and the Future of Animal Modeling

Selective Mutism and Comorbidity with Specific Learning Disorders: Evaluation and Multimodal Intervention in a Clinical Case of a Female Child from 7 to 11 Years of Age

Efficacy of psychological interventions for selective mutism in children: A meta‐analysis of randomized controlled trials

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