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Interested in a workshop or online webinar?
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GO
Workshops/presentations include the following topics:
-Definition of Selective Mutism and
DSM-IV classification
-When to suspect SM?
-Relationship between social anxiety and Selective Mutism (research)
-Differential diagnosis of other
childhood disorders (and how to differentiate)
-Precipitating factors into the development of SM (i.e., inhibited
temperament, S&L disorders, etc)
-Propagating factors for the persistence of SM (misdiagnosis,
mismanagement, etc)
-Common characteristics of children with Selective Mutism
-Subtypes of SM. (Ie, speech
phobia, bilingual, speech/lang problems, etc)
--How to differentiate,
--Effect on classroom accommodations
-Photo examples of SM children (autistic or SM? Defiant or SM?) and/or
Video examples of SM children ->Noticing 'SM
traits'
-How Selective Mutism presents in a 2-5 yr old 6-10 yr old 11 yr old-
teen--->Adult
-How classroom accommodations ( and child's needs!) change with age
-Key to an early diagnosis/treatment
-Negative ramifications of untreated anxiety
Understanding Selective Mutism as a Social Communication Anxiety Disorder
- Details of Stages of communication, Use of the SM-Stages of
Communication Scale (SM-SCCS)
-"How to assess' communication stage
-How to effectively evaluate/assess
the 'silent child'
--Who should evaluate? evaluation approach
--Recognizing anxiety level, etc.
--Evaluation tips, what should be included in an evaluation/assessment?
-Academic Testing of the SM child (Common pitfalls!!)
- Anxiety and effects on testing (ie, inaccurate testing ( how do you
know?) and school placement)
-Learning disabled and SM, etc
-Developmentally delayed and SM
-Speech/Lang disorder and SM
-Classroom accommodations within the school setting
-IEP vs 504 ( and when necessary)-
- Special Education Classification
- Mainstream vs 'Special education' classroom setting
- Examples of classroom accommodations
-Role of classroom aide/wrap-a-round
-Role of the school professionals (ie, school psychologist/counselor, SLP,
etc)
-Role of the classroom teacher (how to 'help' Common mistakes, assessing
knowledge)
-What should be included in an individualized treatment plan
-Helping the child assess/acknowledge their 'difficulty'
-Communication tactics/techniques for Stage 0, Stage 1, Stage 2
Nonverbal responding/initiating
Verbal responding/initiating
-Importance of socializing, small groups, and 'listening to the child'
-Working as team ( and how to do this) treating professional, school
treating prof, teacher, parent, child
--School working with parents,
--Addressing the parent in denial
--Addressing the 'overly anxious' parent
-Medication information (common medications for SM, side effects to be
aware of, how side effects manifest in the classroom)
-Case examples
-Questions/answer session
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