Increasing Verbal Behavior of a Student Who Is Selectively Mute

Beare, Paul; Torgerson, Colleen; Creviston, Cindy

doi:10.1177/1063426608317356

Cited by 20 publications

(21 citation statements)

References 34 publications

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“…Παρεμβάσεις στηρίζονται σε οργανωμένα προγράμματα οικογενειακής θεραπείας (family therapy) (Tatem & DelCampo, 1995) ή χρησιμοποιούν θετικές ενισχύσεις και κίνητρα (Beare, Torgerson, & Creviston, 2008). Επιτυχημένες φαίνεται να είναι και οι παρεμβάσεις που βασίζονται μόνο σε συμπεριφοριστικές τεχνικές (Bergman, Gonzalez, Piacentini, & Keller, 2013), αλλά και σε συνδυασμό με το παιχνίδι, το σχολείο και την οικογένεια (Conn & Coyne, 2014· Hung et al, 2012· Lang, Regester, Mulloy, Rispoli, & Botout, 2011· Ortega, 2011.…”

Section: επιλεκτική αλαλία στο σχολείο 29unclassified

Επιλεκτική Αλαλία Στο Σχολείο. Σχέσεις Και Αντιλήψεις Στο Εκπαιδευτικό Πλαίσιο: Μία Μελέτη Περίπτωσης.

Mokaiti

Rekalidou

Karousou

2017

Ppej

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Selective mutism is an anxiety disorder which prevents a child from speaking in specific social situations, while (s)he has the ability to do so. Children with selective mutism face important difficulties at school, as they lag behind in important expressive and social skills, facing great difficulties in the establishment of social relationships both with their teachers and with peers. Selective mutism, also, poses serious challenges for their educators who have to support and integrate these children in the educational process. The purpose of this qualitative research was to study, within the Greek educational context, various parameters that jointly shape the social and pedagogical relationships and interactions of an eleven-year-old child with selective mutism. For the purposes of this case-study, data were collected by means of (a) a sociometric test aimed to measure the popularity of this particular student, (b) two questionnaires aimed at collecting data on his verbal communication in varying social contexts, namely: a teacher report questionnaire, the “School Speech Questionnaire” (SSQ), as well as a parent report questionnaire, the “Selective Mutism Questionnaire” (SMQ), (c) semi-structured interviews with both the child’s caregivers and teachers, concerning his social interactions and participation in the educational process, as well as their personal views, strategies, difficulties and needs, and d) a direct non-participant observation of the child during the school breaks. Overall, the picture that emerges is that of a silent, reserved and ignored child at school, whose teachers feel that they do not have the appropriate knowledge and training to respond to his specific needs and to support him. Outside the educational context, he appears to be a typically developing child, maintaining verbal interactions with both his family and friends. Overall, this research shows various aspects of the life of a child with selective mutism highlighting the need for studying systematically the school life of children with selective mutism, especially in the Greek context, for fostering the relevant knowledge and skills of the educators, as well as for developing particular guidelines, strategies and tools that would help them support those children.

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Section: επιλεκτική αλαλία στο σχολείο 29unclassified

Επιλεκτική Αλαλία Στο Σχολείο. Σχέσεις Και Αντιλήψεις Στο Εκπαιδευτικό Πλαίσιο: Μία Μελέτη Περίπτωσης.

Mokaiti

Rekalidou

Karousou

2017

Ppej

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“…Published literature reviews provide numerous examples and case studies supporting the efficacy of behavior modification interventions, both in the clinical and school settings (Anstendig, 1998; Cohan, Chavira, & Stein, 2006; Wong, 2010). These interventions include methods such as contingency management (Amari, Slifer, Gerson, Schenck, & Kane, 1999; Vecchio & Kearney, 2009), stimulus fading (Beare, Torgerson, & Creviston, 2008; Watson & Kramer, 1992), audio and video self‐modeling (Blum et al, 1998; Kehle, Madaus, Baratta, & Bray, 1998; Kehle, Owen, & Cressy, 1990), systematic desensitization (Rye & Ullman, 1999; Scott, 1977), and social skills training (O'Reilly et al, 2008).…”

Section: Treatments For Selective Mutismmentioning

confidence: 99%

Augmented self‐modeling as an intervention for selective mutism

Kehle¹,

Bray²,

Byer-Alcorace³

et al. 2011

Psychology in the Schools

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Selective mutism is a rare disorder that is difficult to treat. It is often associated with oppositional defiant behavior, particularly in the home setting, social phobia, and, at times, autism spectrum disorder characteristics. The augmented self‐modeling treatment has been relatively successful in promoting rapid diminishment of selective mutism and the associated features. Further, it is perhaps the least intrusive of the treatments currently used. © 2011 Wiley Periodicals, Inc.

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“…En este sentido, las familias con niños mutistas has sido descritas como más aisladas y tímidas, con fuertes lazos entre madres e hijos, que causan problemas de separación e individualización (Sharkey & Mc Nicholas, 2008). Más específicamente, Hayden (Beare, Torgenson & Creviston, 2008;Grover, Hughes, Bergman, & Kingery, 2006;Sharkey & Mc Nicholas, 2008).…”

Section: Introductionunclassified

Vol. 38

Ravuelta¹

2012

AMC

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Increasing Verbal Behavior of a Student Who Is Selectively Mute

Cited by 20 publications

References 34 publications

Επιλεκτική Αλαλία Στο Σχολείο. Σχέσεις Και Αντιλήψεις Στο Εκπαιδευτικό Πλαίσιο: Μία Μελέτη Περίπτωσης.

Επιλεκτική Αλαλία Στο Σχολείο. Σχέσεις Και Αντιλήψεις Στο Εκπαιδευτικό Πλαίσιο: Μία Μελέτη Περίπτωσης.

Augmented self‐modeling as an intervention for selective mutism

Vol. 38

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