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Module 1
By: Christina Marotta
Classroom Setting
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Kindergarten classroom
1 teacher and 1 tutor
19 children
All English speaking students
Method of Data Collection
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Quantitative data
Tallied three two hour periods
1 focus child “Nicole”
What did I observe?
How many times “Nicole”…
• used a form of non-verbal communication
• used verbal communication
• was reprimanded by the teacher
• was called on by the teacher
Rationale for Data Collection
I wanted to know…
• How “Nicole” communicates
• How her silence effects the way the teacher
treats her
• How she is disruptive in class without talking
• The extent of “Nicole’s” silent behavior
Evidence/ Data Results
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Communicated verbally: 0
Communicated non-verbally: 32
Reprimanded: 5
Called on by the teacher: 0
Problem Statement:
Based on my observations, my focus child, “Nicole”,
does not use verbal communication in school.
Analysis of Behavior
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Issue of social and cognitive development
English learners may not feel comfortable
talking in their non-native language
This child has been diagnosed with selective
mutism
What is Selective Mutism?
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“A complex childhood anxiety disorder
characterized by a child’s inability to speak in
select social settings such as school.”
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“These children are able to talk normally in
settings where they are comfortable, secure,
and relaxed.”
-Journal of European Child and Adolescent Psychiatry
Diagnostic Criteria
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Child does not speak in “select” places.
He or she can speak normally in at least one
environment.
The inability to speak interferes with their ability to
function in educational and/or social settings.
Mutism has continued for 1 month.
Mutism is not caused by a communication or mental
disorder
www.selectivemutism.org
Developmental Level of
“Nicole”
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Participates in all constructive assignments
Engages in disruptive behavior
Participates in play with peers
Difficult to assess learning
Selective Mutism and Anxiety
Disorders
Vygotsky and
Social Cognitive Development
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“ Thought and language derive from distinct
origins but become interwoven in the course
of the child’s development.” (Durkin, 1995)
“Cognition is social, because its development
is interwoven with social activity, itself
mediated by the social instrument of
language.” (Durkin,1995)
Scaffolding and Zone of Proximal
Development
Action Plan and
Theoretical Justification
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Theory of motivation
Behavioral learning theory
Social learning theory
Other Suggestions
Anticipated Outcomes
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Decrease in anxiety
Steps toward more communication
Increase in social and cognitive development
Easier to assess academic progress
Increase in school performance
Verbal communication!!
Problems/ Challenges
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Difficulty assessing progress
Easy to overlook quiet children
Requires special attention
Custom lesson plans require more time
No progress in verbal communication
Child suffers in social and cognitive development
References
Durkin,K. (1995). Developmental social psychology: from infancy to old
age. Malden,MA: Blackwell.
Kearney, C.A., Vecchio, J.L. (2005). Selective mutism in children:
comparison to youth with and without anxiety disorders. Journal of
Psychopathology and Behavioral Assessment, 27(1),31-37.
Krysanski, V.L. (2003). A brief review of selective mutism literature. The
Journal of psychology, 137 (1), 29-40.
Kumpulainen, K., Rasanen, E., Raaska, H., Somppi, V. (1998).
Selective mutism among second graders in elementary school.
Journal of Child and Adolescent Psychiatry, 7, 24-29.
The selective mutism group- child anxiety network. July, 2005,
http://www.selectivemutism.org/FAQ.htm