About this course

Learning Objectives

• Describe the common misconceptions of SM and the need for evidence-based school support that involves unique considerations for each child.
• Discuss school-based interventions and how to implement them using various school supports.
• Demonstrate the use of effective advocacy skills and indicate methods to use these techniques with a child’s school team.

Learning Levels

• All Learning Levels

Course Instructor(s)

• 

  Melissa Jeffay, PsyD

  Psychologist

  Melissa Jeffay, PsyD, is a psychologist in the Anxiety Disorders Center and part of the Selective Mutism Service at the Child Mind Institute. She brings a wealth of knowledge about assessing and treating anxiety disorders in children and adolescents. Dr. Jeffay has experience working in both school and clinical settings, which has given her the ability to treat children with a wide range of clinical issues. She works collaboratively with families, schools and other people in the child’s environment to understand the whole child and to promote real and lasting change. Through all her experiences, she has learned the importance of tailoring interventions to the unique strengths of her clients. She has received extensive training in and practices various evidence-based treatments, including Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), and Parent-Child Interaction Therapy for Selective Mutism (PCIT-SM).

• 

  Kathryn Keough, PhD

  Clinical Psychologist

  Kathryn L. Keough, PhD, is the Director of the Selective Mutism Service and a clinical psychologist in the Anxiety Disorders Center at the Child Mind Institute. Dr. Keough has a specialized interest in the evaluation and treatment of children and families managing anxiety, trauma, and obsessive-compulsive disorders. Dr. Keough believes that the right treatment can promote hope and self-efficacy, as young people develop a lifelong set of skills to manage anxiety and meet their bravery goals. She has been extensively trained in various evidence-based treatments, including cognitive behavioral therapy (CBT), parent-child interaction therapy (PCIT), exposure and response prevention (ERP), and dialectical behavior therapy (DBT), and she is a certified therapist in PCIT for Selective Mutism. She has experience treating SM in preschoolers, school-aged children, and adolescents.

Disclosure

References

• Elizalde-Utnick, Graciela. (2007). Young selectively mute English language learners: School-based intervention strategies. Journal of Early Childhood and Infant Psychology, 3, 141-161.
• Hartati, K., Kurniati, E., & Kurniawati, L. (2024). Teacher strategies to support children with selective mutism in the classroom. Aulad: Journal on Early Childhood, 7(2), 582–591. https://doi.org/10.31004/aulad.v7i2.734
• Harwood, D. & Bork, P. L. (2011). Meeting educators where they are: professional development to address selective mutism. Canadian Journal of Education/Revue Canadienne De l'éducation, 34(3), 136–152.
• Johnson, M., Jemmett, M. & Firth, C. (2015). Effective care pathways for selective mutism. In A. Sluckin & B. R. Smith (Eds.), Tackling Selective Mutism: A Guide for Professionals and Parents (pp. 32–48). London: Jessica Kingsley Publishers.
• Kurtz, S. M. S., Chahal, Z., Jean, A., & Green, A. B. (2026). Parent-Child Interaction Therapy adapted for selective mutism. In A. Scudder, C. McNeil, & T. Hembre-Kigin (Eds.), Clinical handbook of advancements in Parent-Child Interaction Therapy (pp. 255–274). Springer Nature.
• White, J., & Bond, C. (2022). The role that schools hold in supporting young people with selective mutism: A systematic literature review. Journal of Research in Special Educational Needs, 22(3), 232–242. https://doi.org/10.1111/1471-3802.12561
• Mawelle, I. (2024). Teaching Strategies to Help Overcome the Silent Struggle: Educational Support for Selective Mutism. Journal of Language Studies, 8(1).