Beyond Responding: Bridging the Gap to Social Communication Development in Selective Mutism
In the treatment of individuals with Selective Mutism (SM), evidence-based strategies have been proven to help individuals reduce anxiety and begin using their voices to respond to others' communication initiations. However, once a child gains confidence in responding, many professionals feel less equipped to bridge the gap between responding and engaging in meaningful, reciprocal conversation.
This webinar will address this critical treatment gap by highlighting the role of social (pragmatic) language therapy. Through a multidisciplinary lens—including collaboration between mental health p...Read morerofessionals and speech-language pathologists—participants will learn when and how to introduce pragmatic language strategies to support continued communication growth.
Attendees will gain a deeper understanding of pragmatic language development, with emphasis on a developmental hierarchy of skills that moves individuals from simple verbal responses to more complex social communication. Practical strategies will be presented to support expanding beyond yes/no responses, incorporating “why” to build self-advocacy, and developing skills to begin engaging in conversations with others. Participants will leave with actionable tools to support individuals with SM in navigating their social worlds with increased independence and confidence across settings. Less...
Learning Objectives
- Define social (pragmatic) language therapy and explain its role in supporting individuals with Selective Mutism in progressing from answering questions to engaging in conversation.
- Discuss when it is appropriate to begin implementing social (pragmatic) language strategies within an evidence-based framework (e.g., PCIT-SM).
- Identify at least two components of a hierarchical sequence when targeting social (pragmatic) language skills in individuals with Selective Mutism.
- Identify and describe at least two strategies to expand communication beyond yes/no responses, including incorporating “why” to support the development of self-advocacy skills.
- State at least two strategies to support individuals with Selective Mutism in initiating and maintaining social conversations.
Learning Levels
- All Levels
Thursday, May 07, 2026
08:00 PM EDT - 09:00 PM EDT
CE Information - Earn 1 CE Credit Hour
CE Approvals
Joint Accreditation
American Psychological Association
New York Education Department's State Board for Social Work
New York Education Department Board of Creative Arts Therapy
New York Education Department for Licensed Mental Health Counselors
New York Education Department Board for Licensed Psychoanalysts
New York State Education Department's State Board for Psychology
New York Education Department's State Board for Marriage and Family Therapy
CE Process Info
Before the event, you will receive an email from CE-Go with access to the virtual event. After the event, you will receive access to your evaluation and continuing education certificate via a personalized "attendee dashboard" link, hosted on the CE-Go website. This link and access to the virtual event will be sent to the email account you used to register for the event.
Upon accessing the CE-Go "attendee dashboard", you will be able to:
- Complete evaluation forms for the event
- Download your continuing education certificate in a PDF format
If you have any questions or concerns regarding the CE-Go platform, please contact CE-Go at 888-498-5578 or by email at support@ce-go.com Please Note: Emails for this event will come from "support@ceactivities.com".
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Disclosure
DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPSCE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer:
PLANNERS AND REVIEWER
The planners of this activity have reported that they have no relevant financial relationships.
FACULTY
The faculty of this activity have reported that they have no relevant financial relationships.