Selective Mutism, formerly known as Elective Mutism, was changed due to the fact that a child does not choose, or elect, to be selectively mute. The word "elective" is suggestive of a preference not to speak, therefore implies a deliberate decision not to speak. "Selective" depicts a less oppositional component. (DSM IV 1994)

Selective Mutism is characterized by an ongoing failure to speak in select settings. Most common is the structured setting of the school, as well as certain social functions. In most cases these children speak to their parents, siblings and a few select others. Most children with Selective Mutism function normally in other areas. They learn skills and academics that are appropriate for their age group. The failure to speak is not due to a lack of knowledge, or comfort with the spoken language acquired within the social situation. [DSM IV, 1994] Through reading many case studies I have found that the largest percentage of Selective Mutism children have been diagnosed with a condition of severs anxiety or phobia. "Anxiety" is presumed to be an underlying feature."[Lesser-Katz 1986; Black &Unde 1992, 1995] Although Selective Mutism is associated to a variety of things, the exact cause is yet unknown.

By the time Selective Mutism is recognized [if it is recognized], the child has usually had at least two years in which non-verbalization has become a pattern. The behaviour then becomes increasingly difficult to change because the child has found a way to avoid the anxiety of speaking.

Associated behaviours include, no eye contact, no facial expression, immobility, or nervous fidgeting when confronted with expectations in social situations.[DSM IV 1994]

As a parent of a Selective Mutism child, I have been through a series of strategies over a period of three years. Behavioral interventions have been the most common treatment for Selective Mutism. Reed (1963) was one of the first to suggest that mutism could be a learned behaviour. He hypothesized that mutism developed either as a means of getting attention or as an escape from anxiety. Therefore, treatment was directed at extinguishing all reinforcement for the mutism, while simultaneously increasing self-confidence and decreasing anxiety. As stated by Dr. Reiner Bahr, "Inconsequent patterns of reinforcement cause Selective Mutism to become a form of "learned helplessness"[Seligman, 1995] while social anxiety is permanently present. Selective Mutism therapy consists of anxiety reducing play with the child including the attempt to build up a communication network"[Bahr, 1996]

Jynikka was three years old when she started junior Kindergarten. (September ’96). Up until that time, she had been enrolled in a Day Care, where her behaviour was considered "normal". She spoke with her teachers, played with her peers, ate lunch and snacks in an organized group setting and rewarded me with excellent reports at the conclusion of each day.

Jynikka was quite excited to be entering public school, as this was where her big sister, Jyordyn, went every morning.

Upon allowing "a few" weeks go by with no oral participation from Jynikka, (as well as not eating), the teacher ruled out shyness and labeled her "extremely stubborn" or "trying to attract attention to herself". This behaviour by now was entwined with her behaviour at Day Care. She was no longer verbal in any social setting. She would stare into space, seemingly in a trance, hide under tables and freeze up when asked to participate.

As a parent, I knew my child to be very strong willed and decided to "let it ride".

At the onset of the new year, the teacher, who was becoming quite frustrated, suggested that Jynikka should be punished perhaps by enforcing a "no television after school" rule.

I enforced this punishment but after two weeks with no change in her behaviour at school, I withdrew from the abstinence order.

The next suggested punishment was an earlier bedtime. This to failed and caused a very depressed child, who didn’t look forward to having supper, since it was followed by bedtime. Finally, I gave up as the school year was drawing to a close. Senior Kindergarten will be better. She’ll be a little older and ready to interact.

Senior Kindergarten started and Jynikka’s behaviour remained the same. Much time was spent sitting in the principal’s office. By this time, I was ready to take my child out of school and start a home schooling program. I was talked out of doing this and Jynikka remained in an environment where she was not allowed to participate in various activities unless she spoke. This evoked some aggression.[kicking other children]

"She has made many friends even though she doesn’t speak aloud to anyone. She took part in all activities that did not require talking. She tends to make sounds while playing (will meow, but not say cat). She has excellent motor skills. It is difficult to properly and accurately test her when she will not talk in the presence of her classmates. I really hope for a change in this behaviour by September. (Report Card June 22/98 – J. Lobsinger).

Her classmates were now reinforcing her silence by explaining that "Jynikka doesn’t talk". They were quite protective of her silence.

About this time the phrase "elective Mutism" began to come up in conversation with her teacher. The term was used quite loosely and I was still in the dark as to what it meant. I was lead to believe that my child wouldn’t speak because she didn’t want to and should be punished when she refused. [I had no idea that wouldn’t should have been classified couldn’t]

And so, to grade one. Now we have a new teacher who seems to know what "elective Mutism is but insistent on punishment for non-verbalization. Jynikka was sent to the behaviour room or the office every day for weeks on end. When the other children received readers to bring home, Jynikka was told "No reader until you can tell me the title". I was called at least once every two days and was getting very frustrated.

Jynikka made promises. We made deals. We bartered. We cried. We laughed but still "silence" at school.

My family doctor recommended us to a pediatrician.

"Strategies have been tried which have included penalties for not communicating but these have seemed to be ineffective. There seems to be four steps to be taken, and at each phase a reward would be given". (Dr. Ewan Porter – MB FRCP (c) October 9/98).

Now that I have a different outlook I was able to start on a new strategy. I offered trips to Macdonald’s, toys, candies and anything else that might have produced speech. A communication book was started up between the teacher and myself. Short notes are now being relayed everyday. Jynikka was rewarded at home for even the slightest improvement at school. The teacher does not think the improvement is good enough and the child once again is sent to the behaviour room for making noises that attract attention or disrupt the class (meows, quacks).

"Jynikka has chosen to be mute. Jynikka’s silence does not allow a true assessment. Hopefully, Jynikka will choose to speak in the near future. She has been able to mouth her reading and answers to me. I am not sure if this is seen as a positive step or another ploy that gives her more control. Everyone has given her much encouragement and support. I am sure that this situation will improve with parental and medical intervention". (Grade one report card – M. Moore November 25/98).

Now we have a speech pathologist working with Jynikka. These sessions are very short but have produced speech between pathologist and child (away from the classroom). Unfortunately, the speech pathologist went on maternity leave and an assistant took over. They went back to square one but progressed rapidly. They now have a bond and seem to work well together.

In the new year, I volunteered my time at the school. I was not involved with Jynikka’s class but was able to have access to her at recess to bring her little treats, a quick hug or even just a smile when passing her in the halls. Now my reward system is better put in use as I both see and speak to the teacher and my child frequently, within the school.

The teacher is now putting a great deal of effort into producing speech production. She spends recesses and lunch hours with Jynikka

Jynikka is now reading quietly to teacher. She is now eating with the other children and whispering to some friends.

Now, I have two big rewards in progress. A kitten and a new two-wheeler. [Going to this extreme, I now realize, should be classified as bribery, since the reward was not given directly following speech]

As soon as Jynikka speaks at least one word a day for a week, she first gets a kitten. A week later a bike. She now has both!

Presently I am implementing a reward system, which involves receiving a token (pog) for every step she takes each day. She can redeem her pogs weekly for a special treat. This has proven to be quite effective. She has earned thirteen pogs in three days.

Thanks to deciding to return to school myself and taking the Intro to Psychology course, I have been able to find new answers to my questions and assist my child in a manner that I believe to be consistent, therefore helping to build her self esteem which will benefit her emotional (mental) well being.

Due to the lack of research into Selective Mutism, a high percentage of my writings are anecdotal information. Behaviours already identified in Jynikka have now proven to be related to Selective Mutism. Much to my surprise, my personal findings could be a textbook case of Selective Mutism.

Reinforcement:

Reinforcement is described as "any event that increases the probability that a particular response will occur"[Coon 1997]

Punishment:

Punishment is described as "any process that suppresses a response."[Coon 1997]

To punish - [verb]-to make a person suffer pain or loss as a penalty of wrongdoing [The Globe Modern Dictionary]

Reward:

Reward used as a noun, is something offered or given in return for a service or merit. [The Globe Modern Dictionary].

Any form of reinforcement is best effective when it occurs immediately after a response. When a Selective Mute child is punished for non verbalization, he/she is being penalized for a response that has not yet occurred. "Punishment suppresses responses." [Coon 1997]

"Pressure, including punishment, bribery or consequences are harmful." [DSM IV 1994]

Punishment does not teach new behaviours, it tells that you are wrong. [Coon 1997]

This could result with the punisher being feared. Praise, rewards and encouragement, not force, will contribute to lowering the anxiety level and assist the Selective Mute child to feel included, positive and independent.

As learned through "Operant Conditioning", each time a response is made, it may be followed by a reinforcer [reward], by punishment, or by nothing. These results determine whether a response is likely to be made again, [Coon 1997]. When a Selective Mute child whispers one word and receives a reward or token, he/she is more likely to whisper another word. While involved with using punishment with a Selective Mute child, I have found that punishment causes sadness. The question "What did I do wrong?", is first and foremost. Through research I found that " sadness or depression, involves increased bloodflow in a primitive region of the brain associated with emotion. Simultaneously, bloodflow decreases in the parts of the brain responsible for logic and reason. [Dr. H. Mayberg, American Journal of Psychiatry, May 1999]. When I change the regime from punishment to reward, I saw a brighter , happier child. When dealing with Selective Mutism, taking small steps has proven to be an effective route to take. "Techniques should be consistent, and should include desensitizing the child by providing short term goals, positive reinforcements, and rewards to motivate the child to speak.""[DSM 1994] In positive reinforcement, reward or a pleasant event, follows a response, [Coon 1997]. With each word spoken, be it in a whisper or an "at home" voice, I have found that a token or reward, soon elicits another response.

"Previous efforts to initiate speech included contingency management, which rewards speaking behaviour and ignores non speaking behaviour."[J.J. Giddan 1997]

I feel that by having a consistent reward system, the Selective Mute child is gradually moving towards speaking in the classroom. I have spent a great deal of time dealing with Jynikka and her Selective Mutism. Building self-esteem and consistency in her life along with a "Reward System" has proven to be the most effective technique.

Thus, I can honestly say:

"REWARD NOT PUNISHMENT, IS THE SUPERIOR REGIME WHEN DEALING WITH SELECTIVE MUTISM IN CHILDREN."