A student who never talks during class, lunch, or recess but talks at home with immediate family: what should be the psychologist's first step?

A student who never talks during class, lunch, or recess but talks at home with immediate family: what should be the psychologist's first step?

• A. Implementing strategies aimed at reducing anxiety
• B. Punishing non-talk
• C. Labeling the student as defiant
• D. Ignoring and letting the teacher handle

Answer: (A)

Selective mutism, where a child speaks at home but not in school or other settings, is usually driven by anxiety. The best first step for the psychologist is to implement strategies aimed at reducing anxiety. This involves creating a supportive, low-pressure environment in school, collaborating with parents and teachers, and using evidence-based approaches such as gradual exposure to speaking in wider settings, allowing nonverbal participation initially, and teaching coping skills. The goal is to lessen the child’s anxiety so speaking in class can occur more naturally over time. Punishing non-talk focuses on behavior you want to change without addressing the underlying fear. Labeling the student as defiant is stigmatizing and counterproductive. Ignoring it and leaving it to the teacher neglects a clear mental health need and can allow the problem to worsen.

Selective mutism, where a child speaks at home but not in school or other settings, is usually driven by anxiety. The best first step for the psychologist is to implement strategies aimed at reducing anxiety. This involves creating a supportive, low-pressure environment in school, collaborating with parents and teachers, and using evidence-based approaches such as gradual exposure to speaking in wider settings, allowing nonverbal participation initially, and teaching coping skills. The goal is to lessen the child’s anxiety so speaking in class can occur more naturally over time.

Punishing non-talk focuses on behavior you want to change without addressing the underlying fear. Labeling the student as defiant is stigmatizing and counterproductive. Ignoring it and leaving it to the teacher neglects a clear mental health need and can allow the problem to worsen.