By Dr. Elisa Shipon Blum

When we think of self-advocacy, we often envision confident individuals speaking up for their needs and expressing their preferences. However, for children with Selective Mutism (SM), self-advocacy may look quite different. It might not involve verbal communication initially, but it is no less powerful. Helping children with SM develop self-advocacy skills in the classroom is a crucial step toward building their confidence, independence, and comfort in social and academic settings.

Understanding Selective Mutism and Self-Advocacy

Selective Mutism is a Social Communication Anxiety Disorder where a child who can speak comfortably in certain settings, like at home, struggles to communicate in others, often at school. The key to helping these children self-advocate lies in understanding their baseline stage of communication on Dr. Elisa Shipon-Blum’s Social Communication Bridge®, a tool within the Social Communication Anxiety Treatment® (S-CAT®) program.

Self-advocacy in this context involves empowering children to express their needs, preferences, and feelings in a way that aligns with their current communication stage. For some, this might mean using nonverbal tools like pointing or writing, while for others, it could mean practicing verbal initiation through structured strategies.

Why Self-Advocacy Matters for Children with SM

Self-advocacy helps children with SM in several ways:

  1. Reduces Anxiety: When children have a safe and structured way to express their needs, they feel more in control, which can reduce overall anxiety.
  2. Promotes Independence: Encouraging self-advocacy fosters autonomy, helping children feel capable of navigating school settings on their own.
  3. Builds Social Comfort: Self-advocacy activities naturally create opportunities for social engagement, which is the first step toward verbal communication.

Strategies to Build Self-Advocacy in the Classroom

The journey toward self-advocacy involves a mix of preparation, comfort-building, and appropriate support from teachers and peers. Here are some effective strategies:

1. Cognitive Preparation and Role-Playing Scenarios

During treatment, children and teens with SM can engage in cognitive exercises where they think about questions they might need to ask in the classroom setting. This strategy involves exploring common scenarios, preparing for potential challenges, and practicing responses through role-playing. Examples of Scenarios to Role-Play:

  • Needing to Use the Bathroom: Practice how to indicate or verbally ask for a bathroom break.
  • Feeling Ill or Needing a Nurse: Develop a plan for communicating discomfort and requesting help.
  • Not Understanding School Work: Role-play how to ask for clarification, such as saying, “Can you show me again?” or using a help card.
  • Experiencing Bullying or Teasing: Prepare ways to seek help, whether through gestures, writing, or using a pre-recorded message.
  • Feeling Hungry or Needing a Snack: Practice how to communicate needs during lunchtime or snack time.
  • Not Sure of Homework or Assignments: Develop strategies for how to ask for assignment details or express confusion.

These scenarios are practiced based on the child’s stage of the Social Communication Bridge® and might start with nonverbal methods (e.g., showing a card with a nurse symbol) and progress to verbal communication as comfort increases.

2. Use the Social Communication Bridge® to Set Realistic Goals

Identify where the child is on the Social Communication Bridge® and set achievable self-advocacy goals. For example:

  • Stage 1 (Nonverbal Communication): Use visual cards or a “helping hand” board where the child can point to needs like “I need a break” or “I’m confused.” Incorporate Write/Show strategies where the child can write their need on a whiteboard or paper and show it to the teacher.
  • Stage 2 (Transitional Communication): Introduce sounds, verbal intermediaries, or pre-recorded responses to initiate requests.
  • Stage 3 (Verbal Communication): Encourage short verbal requests, such as “Can I have…?” or “I need help with…” Utilize Write/Read techniques where the child writes their request and then reads it aloud, bridging nonverbal to verbal communication.

3. Incorporate Handover/Takeover™ Techniques

This strategy involves physically handing over or receiving objects, which can serve as a bridge to verbal communication. For example:

  • When a child needs help, they could hand the teacher a help card or a specific item related to the request (e.g., a pencil if they need a new one).
  • Teachers can respond by modeling verbal prompts gently, such as “Oh, you need a new pencil. Would you like the red one or the blue one?”

4. Create a Comfortable Communication Environment

The foundation of self-advocacy for children with Selective Mutism is built upon creating a comfortable environment where communication feels safe. According to the Social Communication Bridge®, progress will not typically occur in a large group setting. Instead, fostering comfort and communication often requires more individualized or small group interactions.

Key Strategies to Promote Comfort:

  1. One-on-One Settings: Self-advocacy is more likely to emerge in one-on-one interactions with a trusted adult or peer. This setting minimizes social pressure and provides a safe space for the child to express needs.
  2. Small Group Environments: Utilize small group settings where the child is positioned near a comfortable buddy or teacher. This approach allows for the use of the Verbal Intermediary™ strategy, where the child can communicate through a trusted person if direct communication feels too challenging.
  3. Buddy System: Pair the child with a familiar and supportive peer. This peer can help facilitate social engagement and serve as a bridge to communication by modeling how to ask for help or express needs.
  4. The SPOT and Small Group Activities: Create designated safe spaces (e.g., “The SPOT”) where the child can retreat if feeling overwhelmed. Engage them in small group activities like “lunch bunch” or “recess bunch” to practice self-advocacy in a low-pressure environment.
  5. Seating Arrangements: Position the child strategically during class activities. Sitting near the teacher or a buddy who understands their communication style can provide comfort and encourage participation.
  6. Frontline™ Strategy: Encourage the child to be at the front of social interactions rather than hiding or blending into the background. This could involve simple tasks like passing out materials or taking attendance, giving them a role that promotes engagement.

Practical Tools for Self-Advocacy in the Classroom

  • Visual Supports: Create a “Feelings Board” or “Needs Chart” where children can point to what they need without speaking.
  • Write/Show (Stage 1): The child writes their need or question on a whiteboard or piece of paper and shows it to the teacher, avoiding verbal pressure while still advocating for their needs.
  • Write/Read (Stage 3): The child writes down what they need or want to say and then reads it aloud. This method is useful for bridging the gap between writing and speaking, helping build verbal confidence.
  • Pre-Written Response Cards: Provide cards with common requests or needs, allowing the child to hold up or hand a card to the teacher when needed.
  • Role-Playing: Practice scenarios in a safe setting with a trusted adult or a peer buddy to build comfort.

How Teachers Can Support Self-Advocacy Efforts

  1. Acknowledge All Forms of Communication: Celebrate any effort the child makes to express themselves, whether through gestures, writing, or verbal speech.
  2. Model Self-Advocacy: Show students how to ask for help, take breaks, and express needs in a calm and supportive manner.
  3. Collaborate with Parents and Clinicians: Develop consistent strategies that can be used across home and school settings, promoting generalization of skills.
  4. Adapt Expectations: Understand that self-advocacy might start small, like pointing to a picture or handing over a help card, and gradually build to verbal requests as comfort increases.

Conclusion: Progress, Not Perfection

For children with Selective Mutism, self-advocacy is not about suddenly speaking up in front of the class—it’s about finding their voice in whatever form that takes. With patience, support, and the right strategies, these children can develop the confidence to express their needs and thrive in the classroom setting. By building on small successes and celebrating every step forward, we empower them to move across the Social Communication Bridge® at their own pace, ultimately leading to meaningful and lasting communication growth.