By Dr. Elisa Shipon Blum

For a child with Selective Mutism, being part of the classroom involves more than being physically present. Children need opportunities to feel comfortable, connect with others, experience success, and participate in ways that match their current social communication abilities.

A meaningful helper role provides a clear reason to engage. When the role also allows the child to be the knowledgeable person who shows, guides, or helps someone else, it becomes a BIG SHOT opportunity. These experiences can build the foundations for social communication:

Comfort → Connection → Confidence → Communication.

Start with Strengths & Interests

Consider what the child enjoys and does well. A child who loves drawing might help a younger student complete a craft. A child who enjoys building might demonstrate a favorite block structure. A student who is confident with technology might show a familiar peer how to use a classroom program.

Ask the child for input in a comfortable way. Offer two choices, pictures, or a written menu if needed. Choose a responsibility that feels meaningful and achievable, and identify the adult support needed to get started. Match expectations to the child’s comfort with the specific people, activity, and setting. Speaking at home does not mean a child is ready to speak while helping at school.

⭐ Create BIG SHOT Opportunities

A BIG SHOT role gives the child an experience of competence: “I know how to do this. I have something to share. I can help!” For some children, engaging with a younger child or a less experienced peer may feel easier than entering a group of classmates. A familiar activity gives the child a predictable starting point and a clear role. Consider these purposeful responsibilities:

Helper or BIG SHOT Role Opportunity for connection and communication
Game Expert Demonstrate a turn, show what comes next, or ask a practiced question such as, “Which piece do you want?
Art Leader Help another child choose materials and follow a picture sequence or short written direction.
Building Coach Model a familiar structure, offer choices, and share an “I am” statement, such as, “I am making a tower,” when ready.
Reading Buddy Show pictures, turn pages together, point to favorite characters, or read familiar words when comfortable.
Classroom Guide Show a new student where supplies belong or demonstrate a familiar routine.
Activity Assistant Help an adult prepare and lead a predictable activity for a small group of younger children.
Materials partner Organize supplies with a buddy and offer manageable choices about what is needed.

Match the Role to the Social Communication Bridge®

The same helper role can create different opportunities depending on the child’s current stage. For example, a child helping with a craft might:

  • Stage 0, Non-Communicative: Begin by preparing materials alongside a comfortable adult, gradually building comfort with the shared activity.
  • Stage 1, Nonverbal: Show a finished example, point to the next step, or offer a peer two materials to choose from.
  • Stage 2, Transitional Verbal: Participate in a brief exchange using an established Verbal Intermediary® strategy or another transitional support already working for the child.
  • Stage 3, Verbal: Read a short direction, ask a practiced question, answer a peer, or explain a familiar step with support as needed.

These are examples rather than fixed assignments. A child’s readiness can differ across partners, locations, and activities

Turn the Responsibility into an Interaction

A classroom job does not automatically create connection. Adults need to build manageable opportunities for children to engage with one another. Instead of simply asking a child to set out supplies, pair the child with a comfortable buddy. Give each child a clear part in the task and plan a natural exchange.

For example, one child might hold the markers while the other chooses a color. The helper can offer the choice by showing two markers, using a practiced question, or participating through an established transitional strategy. Include opportunities to respond and initiate. A child might begin by responding to a peer’s choice, then gradually take the lead in offering the next choice.

Facilitate, then use Handover/Takeover™

Giving a child a helper title is only the beginning. Adults need to know who to pair the child with, where to begin, and how to support the first interaction. A teacher might bring two children together at a quiet table and say, “You two are our craft helpers. Let’s show our buddy the first step.”

The adult models the action or exchange, provides the support needed, and uses Handover/Takeover™ as the child becomes ready to take it from there.

A write/read or script approach can make an interaction more predictable. A child might help prepare a direction card, practice a short question, or read a familiar instruction to a comfortable listener when ready. Reading aloud still needs to match the child’s current comfort and communication stage. Avoid repeated requests to speak or public attention to silence. Keep the focus on the shared activity and the child’s contribution.

Build Confidence and Expand Opportunities

Notice approaching a peer, demonstrating a step, offering a choice, staying in the activity, responding, initiating, or taking over with less adult help. Use specific, discreet praise: “You showed your buddy how to start. That helped you work together.” As comfort grows, consider one manageable change: another familiar peer, a slightly longer exchange, a new responsibility, or a small group. If the role creates distress, adjust the task, partner, setting, or support.

BIG SHOT roles should give children opportunities to experience capability and connection. Keep them enjoyable, meaningful, and supported. Don’t wait, facilitate. A thoughtfully planned helper role gives a child a reason to engage, an opportunity to contribute, and a pathway toward greater confidence and communication.