| Selective Mutism | Individual child: Early Years practitioners have an awareness of selective mutism and understand it is an anxiety-based need. Key staff have access to information about how to support children with selective mutism for example from the SMiRA website. Check the Do’s and Don’ts Guide to providing an anxiety-free environment and Pre-School and Nursery Guidelines developed by Selective Mutism Information & Research Association (SmiRA). Provide a communication safe environment: Identify a key adult for the child to build rapport and confidence with. Focus on discovering their interests and strengths and having fun together. Be patient. Provide opportunities to speak without putting pressure on the child to speak and do not ‘over’ react if the child does speak. Make comments rather than ask questions. Provide non-verbal ways to respond and join in during group activities (e.g. using musical instruments or actions alongside words). Encourage participation through ‘show’ rather than ‘tell’. Use of question starters such as ‘I wonder….’ Encourage joint activities with a quiet child. Provide traffic lights or ‘ask for help’ cards to allow support to be requested non-verbally. Use informal ways to support the child’s confidence to speak. | Seek multi-agency support from outside services and work with the child’s family to devise an individualised support plan. Refer for assessment of core speech and language skills if concerned or unsure of skills. Join the Greater Manchester Selective Mutism Network. Use of the ‘Sliding in Technique’ detailed in The Selective Mutism Resource and included on the SMiRA website. The steps can be accomplished either in a single session or over 2–3 weeks. This involves an adult (parent/carer or Early Years practitioner) as the child’s talk partner. Activities are completed on a regular basis with the child’s talk partner in a safe and quiet area of the setting. The activity should be simple and involve something that the child enjoys and is familiar with (e.g. a favourite game or book from home). As the child becomes confident, their tolerance to another person gradually coming closer and joining the activity (‘sliding in’) is increased. Carefully support the child’s transition to school. Further information about selective mutism can be found at Selective Mutism Information and Research Association (SmiRA). |