About this course

Learning Objectives

• Identify at least one exposure intervention for brave speaking practice in school environments.
• Identify one tool to collect data on a child’s current level of speaking in the school environment.
• Identify one tool for ongoing progress monitoring of a child’s verbalization in school environments.
• Recognize at least one strategy for helping to break down an exposure practice if current attempts are not successful.

Learning Levels

• All Levels

Course Instructor(s)

• 

  Brittany Bice-Urbach, Ph.D.

  Associate Professor and Clinical Psychologist

  Dr. Bice-Urbach is an Associate Professor in the Department of Pediatrics at the Medical College of Wisconsin and has been working as a clinical psychologist at the Center for Child Development, a developmental clinic through Children’s Wisconsin. Dr. Bice-Urbach has a specialty in best practices in providing telebehavioral health services. Dr. Bice-Urbach also has a clinical specialty in treating children and adolescents with anxiety disorders through cognitive behavioral therapy (CBT) with a primary focus on treating children with Selective Mutism. At the Center for Child Development, she has been offering assessment, individual therapy, group therapy, and family/school consultation and training to support children with Selective Mutism. She is a board member of the Selective Mutism Association and has given several national presentations on Selective Mutism. She also has prioritized trainings for medical facilities and pediatricians on Selective Mutism.

Disclosure

References

• Doll, E. R. (2021). Treating Selective Mutism as a Speech-Language Pathologist. Plural Publishing.
• Furr, J., Sanchez, A., Hong, N., & Comer, J. (2020). Exposure therapy for childhood selective mutism: principles, practices, and procedures. In T. Peris, E. Storch, & J. McGuire (Eds.), Exposure therapy for children with anxiety and OCD: Clinician’s guide to integrated treatment. (pp. 113-142). Academic Press.
• Kotrba, A. (2015). Selective mutism: An assessment and intervention guide for therapists, educators & parents. Eau Claire: PESI Publishing & Media.
• Kovac, L.M. & Furr, J.M. (2019). What teachers should know about selective mutism in early childhood. Early Childhood Education Journal, 47, 107-114.
• Sanetti, L.M., & Luiselli, J.K. (2009). Evidence-based practices for selective mutism: Implementation by a school team. School Psychology Forum: Research in Practice, 3, 27-42.
• Steains, S., Malouff, J., & Schutte, N. (2021). Efficacy of psychological interventions for selective mutism in children: A meta-analysis of randomized controlled trials. Child: Care, Health, and Development, 47, 771-781.
• White, J. and 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, 232-242.
• Williams, C., Hadwin, J., and Bishop, F. (2021). Primary teachers’ experiences of teaching pupils with selective mutism: a grounded theory study. Educational Psychology in Practice, 37, 267-283.