What should a school psychologist do first when addressing a student with selective mutism?

What should a school psychologist do first when addressing a student with selective mutism?

• A. Implement strategies to enhance speaking skills
• B. Reduce the student's anxiety
• C. Involve parents in the process
• D. Conduct a speech assessment

Answer: (B)

When addressing a student with selective mutism, the initial focus should be on reducing the student's anxiety. This is because selective mutism is often associated with significant anxiety in social situations, which prevents the child from speaking. By alleviating the anxiety, the student may feel more comfortable and secure, thereby increasing the likelihood of verbal communication. Effective strategies for reducing anxiety can include creating a supportive and welcoming environment, gradually exposing the child to speaking situations, and building trusting relationships. Once the anxiety starts to diminish, the child may begin to speak more freely without the overwhelming fear that accompanies social interactions. Following the reduction of anxiety, other interventions, such as enhancing speaking skills or involving parents, can be implemented. These may become useful next steps, but they should not be the initial focus since the child’s anxiety must first be addressed to enable effective communication.

When addressing a student with selective mutism, the initial focus should be on reducing the student's anxiety. This is because selective mutism is often associated with significant anxiety in social situations, which prevents the child from speaking. By alleviating the anxiety, the student may feel more comfortable and secure, thereby increasing the likelihood of verbal communication.

Effective strategies for reducing anxiety can include creating a supportive and welcoming environment, gradually exposing the child to speaking situations, and building trusting relationships. Once the anxiety starts to diminish, the child may begin to speak more freely without the overwhelming fear that accompanies social interactions.

Following the reduction of anxiety, other interventions, such as enhancing speaking skills or involving parents, can be implemented. These may become useful next steps, but they should not be the initial focus since the child’s anxiety must first be addressed to enable effective communication.