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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

Behavioral and emotional adjustment, family functioning, academic performance, and social relationships in children

Charles E Cunningham1, Angela McHolm, Michael H Boyle

  • 1McMaster Children's Hospital, Hamilton, Ontario, Canada. cunningh@mcmaster.ca

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|October 16, 2004
PubMed

Insights

Children with selective mutism (SM) experience more anxiety but not oppositional behavior or family dysfunction. They have social skill deficits but perform similarly academically and are not more frequently victimized.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Selective mutism (SM) is a childhood anxiety disorder characterized by a consistent failure to speak in specific social situations.
  • Parents frequently inquire about the co-occurrence of SM with other behavioral issues, family dynamics, academic performance, and social integration.
  • Understanding these associations is crucial for effective intervention and support.

Purpose of the Study:

  • To investigate the relationship between selective mutism and anxiety, oppositional behavior, and attentional difficulties.
  • To examine the association of SM with parenting, family functioning, and socioeconomic factors.
  • To assess the academic and social functioning of children with SM, including peer interactions and victimization.

Main Methods:

  • A comparative study design involving 52 children diagnosed with selective mutism and 52 age- and sex-matched community controls.
  • Parent and teacher questionnaires assessing anxiety, oppositional behavior, attentional difficulties, family functioning, parenting strategies, academic skills, and social skills.
  • Analysis of group differences in various psychological, behavioral, academic, and social domains.

Main Results:

  • Children with SM exhibited higher levels of anxiety, obsessive traits, and somatic complaints compared to controls.
  • No significant group differences were found in oppositional behavior, attentional difficulties, family structure, economic resources, or maternal mood.
  • Children with SM demonstrated significant deficits in social skills and assertiveness, though they were not more frequently victimized by peers.

Conclusions:

  • Selective mutism is primarily associated with anxiety and social difficulties, rather than oppositional behavior or broad family dysfunction.
  • Children with SM possess comparable academic and classroom cooperative skills to their peers.
  • Targeted interventions addressing social skills deficits are essential for children with selective mutism.

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