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Examination of a social problem-solving intervention to treat selective mutism
Mark O'Reilly1, Deirdre McNally, Jeff Sigafoos
1Department of Speical Education, The University of Texas at Austin, Austin, TX 78712, USA. markoreilly@mail.utexas.edu.
Behavior Modification
|February 21, 2008
Summary
A social problem-solving intervention effectively treated selective mutism in two elementary school sisters. The intervention taught social skills, leading to generalization and maintenance of progress in the classroom.
Area of Science:
- Child Psychology
- Behavioral Therapy
- Social Skills Training
Background:
- Selective mutism is an anxiety disorder characterized by a child's inability to speak in specific social situations.
- Social problem-solving interventions offer a structured approach to teaching adaptive behaviors.
- Elementary school settings provide a naturalistic environment for intervention and generalization.
Observation:
- Two elementary school-aged sisters with selective mutism participated in the study.
- The intervention involved individualized therapy sessions focused on social problem-solving skills.
- Skills taught included cue discrimination, response selection, performance, and self-evaluation.
Findings:
- Participants successfully learned to answer teacher questions in front of peers.
- The social problem-solving skills generalized to regular classroom settings.
- The acquired skills were maintained for up to 3 months post-intervention.
Implications:
- Social problem-solving interventions are a viable treatment for selective mutism in school-aged children.
- This approach can facilitate generalization and long-term maintenance of treatment gains.
- Further research should explore broader applications and long-term efficacy.
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