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Module 1 By: Christina Marotta.

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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 selective mutism

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

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 and Theoretical 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), Kumpulainen, K., Rasanen, E., Raaska, H., Somppi, V. (1998). Selective mutism among second graders in elementary school. Journal of Child and Adolescent Psychiatry, 7, The selective mutism group- child anxiety network. July, 2005,


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