SpeechPathology.com Phone: 800-242-5183


Epic Special Education Staffing - April 2023

Selective Mutism Accommodations

Aimee Kotrba, Ph.D.

May 12, 2014

Share:

Question

What accommodations and/or modification should we place in an IEP for students that present with selective mutism?

Answer

The very first thing they are going to need is a pullout with a key worker.  Typically in the IEP, they would be pulled out by either the SLP or the mental health person in the school, whether that is the school psychologist, social worker, or the school counselor.  They would get pullout services with that person.  Research shows that it really needs to be frequent.  I recommend, and research backs me up, on three times a week for 15 minutes minimally.  You could do two times a week for 30 minutes, but you are going to have decreased gains, because it is not as frequent.  The better picture would be five days a week for five or 10 minutes; maybe at the beginning of the school day.  That is probably the biggest thing to be put in IEP. 

When it comes to accommodations or modifications, you are going to want to add in how the child is going to obtain points for participation projects.  How are they going to obtain points for group projects or oral presentations?  You do not want them to be graded down for not being able to speak.  That would not be fair.  Preferential seating is one way.  I like to seat children away from the door and towards the front of the classroom, because when they do start talking, I want them to be right next to the teacher where 30 little heads are not turning around and looking at them.  Also I want them to be away from the doorway, where they are nervous about other people overhearing what they are saying.  There is an organization that I am the president of this year, called Selective Mutism Group (https://www.selectivemutism.org/). If you go to the website there is an online library that has a list of free documents.  One of them is called 504 Plan Recommendations.  Those are accommodations; it is an example 504 plan that you can write into an IEP within the regular classroom setting.

Dr. Aimee Kotrba is a licensed clinical psychologist specializing in the expert assessment and treatment of Selective Mutism and Social Anxiety.  She serves as the President of the Selective Mutism Group (SMG) Board of Directors and is a nationally recognized speaker offering local and national workshops on the identification and treatment of Selective Mutism for parents, professionals, and school personnel.  Dr. Kotrba is the owner of Thriving Minds Behavioral Health in Brighton Michigan, offering expert treatment of Selective Mutism.


aimee kotrba

Aimee Kotrba, Ph.D.

Dr. Aimee Kotrba is a licensed clinical psychologist specializing in the expert assessment and treatment of Selective Mutism and Social Anxiety.  She serves as the President of the Selective Mutism Group (SMG) Board of Directors and is a nationally recognized speaker offering local and national workshops on the identification and treatment of Selective Mutism for parents, professionals, and school personnel.  Dr. Kotrba is the owner of Thriving Minds Behavioral Health in Brighton Michigan, offering expert treatment of Selective Mutism.


Related Courses

Connecting with the Preverbal Child to Increase Social Communication
Presented by Lisa R. Audet, PhD, CCC-SLP
Video

Presenter

Lisa R. Audet, PhD, CCC-SLP
Course: #10247Level: Intermediate1 Hour
  'It gave me a new framework to support my young clients more appropriately'   Read Reviews
Children with autism who have minimal verbal skills present particular communication challenges. This course discusses assessment and intervention strategies to evaluate and increase intentionality of communication, as well as support social interaction and language development in this group of children.

Understanding and Treating Echolalia: When You Means I
Presented by Lisa R. Audet, PhD, CCC-SLP
Video

Presenter

Lisa R. Audet, PhD, CCC-SLP
Course: #10261Level: Intermediate1 Hour
  'The presenter broke down the information and provided quality examples to support better understanding of gestalt learners'   Read Reviews
Echolalic speech can reflect a Gestalt learning style that often accompanies hyperlexia and reading comprehension difficulties. This course provides an explanation of echolalia based on this framework, and describes related characteristics common in children with autism. Intervention strategies related to language, literacy, and socialization are also discussed.

A Practical Treatment Approach for Students with Social Communication Disorders in Schools, Part 1
Presented by Mary Asper, MS, CCC-SLP
Video

Presenter

Mary Asper, MS, CCC-SLP
Course: #9499Level: Intermediate1 Hour
  'I appreciated the case studies, but I wonder if there would be a way to also talk about how to implement these strategies if you have limited or fewer resources'   Read Reviews
This is Part 1 of a two-part series. This course helped SLPs build a repertoire of social communication intervention strategies and improve functional outcomes with evidence-based treatment plans for students Pre-K to 6th grade. Individual case studies will demonstrate how social communication disorders present in a variety of diagnostic categories. Practical tools for treatment from the therapy room to the classroom - including collaboration with other professionals - will be discussed.

Autism and Neurodiversity
Presented by Diane E. Treadwell-Deering, MD
Video

Presenter

Diane E. Treadwell-Deering, MD
Course: #1033757Level: Advanced1 Hour
  'Excellent presentations, maintained my attention'   Read Reviews
This course will review the concept of neurodiversity as it pertains to autism spectrum disorder, clarifying aspects of terminology, framework, and beliefs and comparing this model with the medical model.

A Practical Treatment Approach for Students with Social Communication Disorders in Schools, Part 2
Presented by Mary Asper, MS, CCC-SLP
Video

Presenter

Mary Asper, MS, CCC-SLP
Course: #9515Level: Intermediate1 Hour
  'This course is relevant for working with a teen on my caseload'   Read Reviews
This Part 2 of a 2-part series focused on functional social communication intervention for grades 7 thru 12 into adulthood. Treatment plans and case studies are presented to highlight techniques for engaging teens & adults in therapy, tips for extending social communication strategies into the classroom, and methods for helping adults overcome social anxiety.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.