About this course
Selective Mutism (SM) is a social communication anxiety disorder that may persist into adolescence when not effectively addressed in early childhood, often presenting with increased complexity and functional impact. Older children and teens with SM frequently demonstrate the ability to speak in certain settings, yet may struggle with social communication confidence, particularly in initiating, elaborating, and sustaining reciprocal interactions. As social and academic expectations increase, adolescents often experience heightened avoidance, internal distress, over-reliance on others, and difficulty reaching their full functional capacity as independent communicators.
This presentation offers a comprehensive, developmentally informed framework for designing individualized treatment plans for eliciting speech and support individuals in becoming confident, independent social communicators. Grounded in clinical expertise and evidence-based practice, and guided by the whole-person, CBT-based Social Communication Anxiety Treatment® (S-CAT®) framework, the session emphasizes the importance of thorough assessment across settings using structured tools and observable data. This process helps determine an individual’s baseline stage of communication and identify contributing factors impacting performance. For many adolescents, the challenge is not an inability to speak, but difficulty accessing speech consistently and independently across environments.
A central focus of this presentation is how to design effective, goal-oriented treatment plans that translate intervention into measurable, functional steps. Written goals serve as the foundation for guiding, tracking, and reinforcing progress while promoting consistency, confidence, and independence. Through purposeful and repeated engagement, whether in peer interactions, community-based exposures, school participation, or facilitated small group experiences, individuals build familiarity, reduce avoidance, and strengthen communication pathways.
Motivation, a critical and often fluctuating factor in adolescents, is addressed through individualized, meaningful goal setting and reinforcement strategies that foster engagement and ownership of the treatment process.
Key strategies highlighted include the use of foundational communication tools such as the Big Five Words to establish entry points for engagement, and the Common Questions process to prepare for predictable interactions. Structured frameworks such as SM Action Plans and Sandwich Questions support individuals in anticipating interactions, organizing responses, and engaging in reciprocal communication while reducing processing demands. Additionally, SM Roadmaps provide visual and strategic guidance for navigating social situations, while interview-style ‘assignments’ offer structured, script-based opportunities to practice initiating and responding across settings.
All strategies are individualized and adaptable based on the individual’s stage of communication, allowing for flexible progression toward independent verbal communication. Caregivers play a critical role as partners in treatment, supporting implementation, facilitating opportunities, and reinforcing progress across home, school, and community settings.
By the conclusion, participants will have a clear, structured framework for developing individualized treatment plans that emphasize social engagement, motivation, real-world application, independence, caregiver involvement, supporting older children and teens with Selective Mutism in reaching their full communicative potential.
