When Silence Is Not Golden: An Integrated Approach to Selective Mutism

McInnes, Alison; Manassis, Katharina

doi:10.1055/s-2005-917125

Cited by 21 publications

(5 citation statements)

References 45 publications

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“…This is in line with some previous studies, [16,37,38] although other clinical reports have shown only a slightly higher prevalence in girls [39,40] or comparable rates between sexes. [30,35,41] It has been argued that such differences in rates across sexes is due to social perceptions of "shy" or "anti-social" behavior, [42] or due to setting in which diagnosis is made. [30] The cultural beliefs around "shyness" [43] are also likely to contribute to under diagnosis of SM in general.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Behavioral Profiles for Anxiety-Related Comorbidities Including Adhd and Selective Mutism in Children

et al. 2013

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Background Elucidating differences in social-behavioral profiles of children with comorbid presentations, utilizing caregiver as well as teacher reports, will refine our understanding of how contextual symptoms vary across anxiety-related disorders. Methods In our pediatric anxiety clinic, the most frequent diagnoses and comorbidities were mixed anxiety (MA; ≥ 1 anxiety disorder; N = 155), anxiety with comorbid attention-deficit hyperactivity disorder (MA/ADHD, N = 47) and selective mutism (SM, N = 48). Behavioral measures (CPRS, CTRS) were analyzed using multiple one-way multivariate analyses of covariance tests. Differences between the three diagnostic groups were examined using completed parent and teacher reports (N = 135, 46 and 48 for MA, MA/ADHD and SM groups, respectively). Results Comparisons across the MA, MA/ADHD and SM groups indicate a significant multivariate main effect of group for caregiver and teacher responses (p < 0.01). Caregivers reported that children with SM are similar in profile to those with MA, and both groups were significantly different from the MA/ADHD group. Teachers reported that children with SM had more problem social behaviors than either the MA or MA/ADHD groups. Further comparison indicates a significant main effect of group (p < 0.001), such that children with SM have the greatest differences in behavior observed by teachers versus caregivers. Conclusions Clinical profiles between MA/ADHD, MA and SM groups varied, illustrating the importance of multi-rater assessment scales to capture subtle distinctions and to inform treatment planning given that comorbidities occur frequently in children who present with anxiety.

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Section: Discussionmentioning

confidence: 99%

Comparison of Behavioral Profiles for Anxiety-Related Comorbidities Including Adhd and Selective Mutism in Children

et al. 2013

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“…A further limitation concerns the issue that most studies examining SM have largely been informed by parent report despite the recommendation that a multi-method, multiinformant approach be utilized in the assessment of anxiety disorders (Schniering et al 2000) and SM (Mclnnes and Manassis 2005). Given the personal nature of fears, selfreport is a recommended component of the multi-modal battery (Schniering et al 2000).…”

mentioning

confidence: 98%

Behavioral and Socio-emotional Functioning in Children with Selective Mutism: A Comparison with Anxious and Typically Developing Children Across Multiple Informants

Carbone

Schmidt

Cunningham

et al. 2010

J Abnorm Child Psychol

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We examined differences among 158 children, 44 with selective mutism (SM; M = 8.2 years, SD = 3.4 years), 65 with mixed anxiety (MA; M = 8.9 years, SD = 3.2 years), and 49 community controls (M = 7.7 years, SD = 2.6 years) on primary caregiver, teacher, and child reports of behavioral and socio-emotional functioning. Children with SM were rated lower than controls on a range of social skills, but the SM and MA groups did not significantly differ on many of the social skills and anxiety measures. However, children with SM were rated higher than children with MA and controls on social anxiety. Findings suggest that SM may be conceptualized as an anxiety disorder, with primary deficits in social functioning and social anxiety. This interpretation supports a more specific classification of SM as an anxiety disorder for future diagnostic manuals than is currently described in the literature. The present findings also have implications for clinical practice, whereby social skills training merits inclusion in intervention for children with anxiety disorders as well as children with SM.

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“…Although there is no coded gold standard for SM treatment, we could assume that treating anxiety in order to improve speech could appears to be an aetiologically suggestive therapeutic option, [51,52] although the evidence of the pharmacological effect some drugs is undeniable [53,54]. Unfortunately, in pediatric age the pharmacotherapy cannot be recommended as the first choice of treatment and the nonpharmachological approachs could be considered more suitable and more accepted by parents.…”

Section: Discussionmentioning

confidence: 99%

Efficacy and Safety of Psychomotor Approach in Children Affected by Selective Mutism: A Multicenter Study in Italian Pediatric Population

Esposito¹,

Precenzano²,

Ruberto³

et al. 2015

Int J Psychol Behav Anal

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Introduction: Selective mutism is a relative rare disease in children coded by DSM-V in anxiety disorders. No specific treatment were yet coded, although the disabling nature of the disease. Aims of the present study were to verify the effect of the six months standard psychomotor approach on a population of children affected by selective mutism and the effects on life aspects. Materials and Methods: The study population was composed of 67 children (39 males, mean age of 7.93 ± 1.05 years) recruited in the Child and Adolescent Neuropsychiatric Center of Second University of Naples. The psychomotor approach was administered by trained child therapists in residential settings three per week, with the same therapist for each child; all therapists shared the same protocol. The standard psychomotor session length was 45 minutes. At T0 and after 6 months (T1) of treatments, the patients underwent a behavioural and SM severity assessment. In order to verify the effects of the psychomotor approach, the CBCL and SMQ were administered to parents of all children. Results: After 6 months of psychomotor treatment SM children showed a significant reduction in Social Relations, Anxious/Depressed, Social problems and Total problems (p<0.001), Withdrawn (p=0.007) and Internalizing problems (p=0.020) among CBCL scores. (Table 1) Regarding SM severity according SMQ assessment, our sample showed a reduction of SM symptoms in all situations (School, p=0.003; Family, p=0.018; and Social, p=0.030 situations) and in SMQ total score (p<0.001). Conclusion: Our preliminary results may suggest the posi¬tive effect of the psychomotor approach in rehabilitative program for children affected by selective mutism, even if further researches are needed.

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When Silence Is Not Golden: An Integrated Approach to Selective Mutism

Cited by 21 publications

References 45 publications

Comparison of Behavioral Profiles for Anxiety-Related Comorbidities Including Adhd and Selective Mutism in Children

Comparison of Behavioral Profiles for Anxiety-Related Comorbidities Including Adhd and Selective Mutism in Children

Behavioral and Socio-emotional Functioning in Children with Selective Mutism: A Comparison with Anxious and Typically Developing Children Across Multiple Informants

Efficacy and Safety of Psychomotor Approach in Children Affected by Selective Mutism: A Multicenter Study in Italian Pediatric Population

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