Module 1

1. Module 1 By: Christina Marotta

2. Classroom Setting • Kindergarten classroom • 1 teacher and 1 tutor • 19 children • All English speaking students

3. Method of Data Collection • Quantitative data • Tallied three two hour periods • 1 focus child “Nicole”

4. 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

5. 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

6. Evidence/ Data Results • Communicated verbally: 0 • Communicated non-verbally: 32 • Reprimanded: 5 • Called on by the teacher: 0

7. Problem Statement: Based on my observations, my focus child, “Nicole”, does not use verbal communication in school.

8. Analysis of Behavior • Issue of social and cognitive development • English learners may not feel comfortable talking in their non-native language • This child has been diagnosed with selectivemutism

9. What is Selective Mutism? • “A complex childhood anxiety disorder characterized by a child’s inability to speak in select social settings such as school.” • “These children are able to talk normally in settings where they are comfortable, secure, and relaxed.” -Journal of European Child and Adolescent Psychiatry

10. Diagnostic Criteria • 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

11. Developmental Level of “Nicole” • Participates in all constructive assignments • Engages in disruptive behavior • Participates in play with peers • Difficult to assess learning

12. Selective Mutism and Anxiety Disorders

13. Vygotsky and Social Cognitive Development • “ 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

14. Action Plan andTheoretical Justification • Theory of motivation • Behavioral learning theory • Social learning theory

15. Other Suggestions

16. Anticipated Outcomes • Decrease in anxiety • Steps toward more communication • Increase in social and cognitive development • Easier to assess academic progress • Increase in school performance • Verbal communication!!

17. Problems/ Challenges • 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

18. 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