Evidence-Based Practices for Selective Mutism: Implementation by a School Team

Lisa M. Hagermoser Sanetti
University of Connecticut
James K. Luiselli
May Institute and May Center for Applied Research

Abstract: Children with selective mutism (SM) do not speak in some settings in which speech is expected, such as school, despite speaking without hesitation in other settings. SM is usually diagnosed around the time of school entry, and school is a context for mutism for a majority of children with SM, making schools an ideal location for intervention. Behaviorally based intervention strategies are reviewed with an emphasis on strategies that require minimal external resources and thus are practical for implementation in the school setting by school personnel. A case study of a school team who implemented such strategies with minimal support from a behavioral consultant is presented. Implications for practitioners are discussed, and resources to facilitate implementation are provided.

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