The development of socialization skills in an electively mute child

Blake, Phillip; Moss, Thelma

doi:10.1016/0005-7967(67)90026-5

Cited by 35 publications

(15 citation statements)

References 10 publications

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“…Both Kratochwill 283 (1981) and Labbe and Williamson (1984) conducted comprehensive reviews of the literature, and indicated that a variety of treatment methods have been tried; also see Cline and Baldwin (1994) and Hadley (1994) for recent reviews. Behavioral treatments have included the use of stimulus fading (e.g., Conrad et al 1974, Wulbert et al 1973), contingency management (e.g., Williamson et al 1977), avoidance conditioning (e.g., Van der Kooy and Webster 1975), in vivo desensitization (e.g., Rasbury 1974), shaping procedures (e.g., Blake and Moss 1967), and modeling and self-modeling techniques (e.g., Pigott and Gonzales 1987). Though successful, these behavior therapy procedures have been questioned because of: (1) a lack of data on the maintenance or generalization of speech behavior, (2) the lack of information on spontaneous speech, and (3) their high cost and the intense use of professional time.…”

mentioning

confidence: 99%

Prevalence and Treatment of Selective Mutism in Clinical Practice: A Survey of Child and Adolescent Psychiatrists

Carlson¹,

Kratochwill²,

Johnston³

1994

Journal of Child and Adolescent Psychopharmacology

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This study investigates the use of medications by child and adolescent psychiatrists for treating selective mutism. In 1993, a one-page survey was mailed to 962 child and adolescent psychiatrists selected at random from approximately 2500 active members of the American Academy of Child and Adolescent Psychiatry. Of the 962 questionnaires sent, 411 were returned (return rate 43%) and 308 were completed (sample participation rate 32%). A prevalence estimate of selective mutism within a clinical sample was calculated to be 1 case of selective mutism per 936 new patients (0.11 %). Less than two-thirds (199/308) of the responding psychiatrists reported having treated a child with selective mutism in their practice. Of those who had treated a child with selective mutism, 36% (n = 71) reported having prescribed medication for this disorder. Antidepressants were the most frequently endorsed medication for being potentially beneficial in treating a hypothetical case example and, in addition, for being actually used by child psychiatrists in clinical practice for children diagnosed with selective mutism. Antianxiety agents were reported, at much lower rates, to be potentially useful in a hypothetical case and actually used in clinical practice for treating children with this disorder. These findings suggest that child psychiatrists may view selective mutism as being related to, having symptoms similar to, or often presenting comorbidly with depressive or anxiety disorders. However, a therapeutic program that includes pharmacotherapy was endorsed as the most effective treatment modality for selective mutism by only 14% of the reporting psychiatrists. Psychiatrists' impressions and observations cannot, even collectively, be used to make clinical inferences about the usefulness of treatments. This study did not examine treatment efficacy, since the outcomes of these open clinical trials were not judged by independent observers but were reported as observed and recollected by the clinicians involved. Moreover, these data on the treatment practices of sampled members of the American Academy of Child and Adolescent Psychiatry may not reflect the practices of other psychiatrists or pediatricians. The results indicate that child and adolescent psychiatrists are prescribing a variety of medications for selective mutism without the benefit of adequate efficacy studies. There is a significant need for further research and dissemination of information in this area.There is a paucity of research that has examined the actual or potential benefits of psychotropic medications as a treatment modality for selective mutism. Only three studies on the pharmacotherapy of

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confidence: 99%

Prevalence and Treatment of Selective Mutism in Clinical Practice: A Survey of Child and Adolescent Psychiatrists

Carlson¹,

Kratochwill²,

Johnston³

1994

Journal of Child and Adolescent Psychopharmacology

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“…Each child was seated .5 m from a sound sensitive apparatus with a visual display (measuring approximately 15 cm X 12 cm) comprised of red and green lights arranged to resemble a Christmas tree. Similar to apparatus used by Blake and Moss (1967) and Strang and George (1975), apparatus used in the current experiment included a voice-activated relay with adjustable sensitivity which determined at what volume level the visual display would light. Prior to baseline, each child had been taken several times by an experimenter to the room and asked to recite a list of 10 words which pupils typically used in class.…”

Section: Design and Proceduresmentioning

confidence: 99%

“…Schwartz and Hawkins (1970) successfully increased the voice volume of a "maladjusted" sixth grader using a delayed reinforcement paradigm within a multiple-baseline design but provided only very brief follow-up data (4 wk). Blake and Moss (1967) increased voice volume in an electively mute child with numerous behavior problems via a shaping procedure. A "color organ" apparatus on corresponded to the voice volume emitted by the child served as the reinforcing stimulus during shaping.…”

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confidence: 99%

Elevation of Voice Volume in Young Development Ally Delayed Children via an Operant Shaping Procedure

Fleece

Gross

O'Brien

et al. 1981

J of App Behav Analysis

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Unusually low voice volume was identified by teachers as a significant impediment to the academic and social progress of two preschool students. A simple operant shaping procedure was conducted by teachers to increase voice volume using a voice-activated apparatus with attractive visual display. Setting generalization of volume increases to the classroom was achieved and maintained at one- and four-month follow-ups.

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“…Inadequate eye contact is a common impairment for people diagnosed with autism spectrum disorder (ASD). Eye contact is a pivotal behavior that allows individuals to respond to social cues, functions as an antecedent for compliance to instructions, and sets the occasion for individuals to acquire more complex and advanced skills that are needed to function effectively in society (Blake & Moss, 1967;Donnelly, Luyben, & Zan, 2009;Foxx, 1977;Hamlet, Axelrod, & Kuerschner, 1984;Koegel & Koegel, 1988). Differential reinforcement has been successfully used to increase eye contact for children with autism (Carbone, O'Brien, Sweeney-Kerwin, & Albert, 2013).…”

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confidence: 99%

Evaluating a tablet application and differential reinforcement to increase eye contact in children with autism

Jeffries

Crosland

Miltenberger

2015

J of App Behav Analysis

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We tested the effectiveness of a tablet application and differential reinforcement to increase eye contact in 3 children with autism. The application required the child to look at a picture of a person's face and identify the number displayed in the person's eyes. Eye contact was assessed immediately after training, 1 hr after training, and in a playroom. The tablet application was not effective; however, differential reinforcement was effective for all participants.

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The development of socialization skills in an electively mute child

Cited by 35 publications

References 10 publications

Prevalence and Treatment of Selective Mutism in Clinical Practice: A Survey of Child and Adolescent Psychiatrists

Prevalence and Treatment of Selective Mutism in Clinical Practice: A Survey of Child and Adolescent Psychiatrists

Elevation of Voice Volume in Young Development Ally Delayed Children via an Operant Shaping Procedure

Evaluating a tablet application and differential reinforcement to increase eye contact in children with autism

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