Examination of a social problem-solving intervention to treat selective mutism.
The authors examined the use of a social problem-solving intervention to treat selective mutism with 2 sisters in an elementary school setting. Both girls were taught to answer teacher questions in front of their classroom peers during regular classroom instruction. Each girl received individualized instruction from a therapist and was taught to discriminate salient social cues, select an appropriate social response, perform the response, and evaluate her performance. The girls generalized the skills to their respective regular classrooms and maintained the skills for up to 3 months after the removal of the intervention. Experimental control was demonstrated using a multiple baseline design across participants. Limitations of this study and issues for future research are discussed.
O'Reilly
Mark
M
Department of Speical Education, The University of Texas at Austin, Austin, TX 78712, USA. markoreilly@mail.utexas.edu.
McNally
Deirdre
D
Sigafoos
Jeff
J
Lancioni
Giulio E
GE
Green
Vanessa
V
Edrisinha
Chaturi
C
Machalicek
Wendy
W
Sorrells
Audrey
A
Lang
Russell
R
Didden
Robert
R
D002648:Child; D002675:Child, Preschool; D039721:Diagnostic and Statistical Manual of Mental Disorders; D005260:Female; D006801:Humans; D009155:Mutism / Q000175:diagnosis / Q000628:therapy*; D011340:Problem Solving; D011613:Psychotherapy / Q000379:methods*; D012919:Social Behavior