PICTURE COMMUNICAT ION BOARDS AS EARLY TOOLS FOR TEACHERS: CASE OF A CHILD WITH SELECTIVE MUTISM.

Saved in:

Bibliographic Details
Title:	PICTURE COMMUNICAT ION BOARDS AS EARLY TOOLS FOR TEACHERS: CASE OF A CHILD WITH SELECTIVE MUTISM.
Authors:	MCLEOD, ANGELA
Source:	Education. Spring2022, Vol. 142 Issue 3, p126-136. 11p.
Subjects:	Selective mutism, Social interaction, Children, Communicative disorders in children, Teaching methods
Abstract:	Problem: Upon their initial school entrance, some children remain silent and devoid of social interaction for the entire school day. A small group of children are not merely “very shy” but exhibit features of selective mutism, a pervasive social and communication disorder that is sometimes associated with anxiety. For months, these students could remain silent, also failing to eat or drink during school and may avoid requesting the restroom. Teachers face challenges, and there is often a lengthy process between referral and interventions. Method: This study summarizes the case of a 5-year-old kindergarten student who exhibited failure to speak or interact with others upon her enrollment in school. With the assistance of a speech-language pathologist, her teacher developed a picture communication board designed to aid the exchange of teacher-student communication. Results: After presentation of a picture communication board for a two-week period, the child began to respond to the teacher’s questions and prompts by October. Conclusions: Professional interventions for the child were warranted, but the successful employment of the picture board was a significant step toward the teacher’s productivity and efficiency. The contents of this article aid teachers in recognizing the characteristics that warrant referral and provide strategies for helping the affected student who awaits interventions. [ABSTRACT FROM AUTHOR]
	Copyright of Education is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	Problem: Upon their initial school entrance, some children remain silent and devoid of social interaction for the entire school day. A small group of children are not merely “very shy” but exhibit features of selective mutism, a pervasive social and communication disorder that is sometimes associated with anxiety. For months, these students could remain silent, also failing to eat or drink during school and may avoid requesting the restroom. Teachers face challenges, and there is often a lengthy process between referral and interventions. Method: This study summarizes the case of a 5-year-old kindergarten student who exhibited failure to speak or interact with others upon her enrollment in school. With the assistance of a speech-language pathologist, her teacher developed a picture communication board designed to aid the exchange of teacher-student communication. Results: After presentation of a picture communication board for a two-week period, the child began to respond to the teacher’s questions and prompts by October. Conclusions: Professional interventions for the child were warranted, but the successful employment of the picture board was a significant step toward the teacher’s productivity and efficiency. The contents of this article aid teachers in recognizing the characteristics that warrant referral and provide strategies for helping the affected student who awaits interventions. [ABSTRACT FROM AUTHOR]
ISSN:	00131172