Episode 83 features a discussion between Dr. Elisa Shipon-Blum and Dr. Jenna Blum, Director and lead clinical psychologist at the SMart Center’s Counseling and Assessments department, on what really matters during the first 30 days of the school year.

During the discussion, Dr. E and Dr. Jenna explain why “Did you talk?” is the wrong question, how to build a school plan with real interventions, and how teachers can help children feel comfortable and connected.

Stop Asking “Did You Talk?”: Comfort, Connection, and Confidence Come First

Dr. E opens by asking how many parents greet their child after school with “Did you talk?” When talking is the only focus, she explains, families miss the pillars that make verbalization possible: comfort, connection, confidence, independence, and academics.

Dr. Jenna adds that preparation starts with education. Teachers must understand selective mutism, and any accommodation plan should address contributing factors like ADHD, learning disabilities, and speech and language challenges. Seating a child near peers isn’t enough; adults must facilitate once they’re there.

Screening for the Whys: The SM School Evaluation Form and a True Baseline

For families with no plan in place, Dr. E recommends a provider who understands SM as a social communication anxiety disorder and looks at the whole child. The SM School Evaluation Form then shows how a child communicates with peers and teachers and how they are doing academically.

Dr. Jenna notes that some verbal children are quietly struggling, and that existing plans deserve a review too, since having a plan doesn’t mean it’s ideal. Both doctors recommend a one-hour teacher training at the start of the year.

Chess Clubs and Peppa Pig: Finding Peers Through High Interests

What if a child has never had a friend? Dr. Jenna points to high interests, from a Peppa Pig game for younger kids to a teacher-organized chess club for an eighth grader. It only takes one staff member to start.

Dr. E adds that invitations work best when they come from the teacher, and that “big shot” roles let a child lead from strength without needing to talk yet. With outside get-togethers harder since COVID, school groups and clubs matter more than ever.

Look, Listen, and Learn: Verbal Intermediaries, Seating, and Kids Who Are Verbal but Not Really Communicating

Dr. E explains that body language, from separating at the school bus to cubby routines, shows where teachers should start. She describes choice questions, verbal intermediaries, and seating children near the teacher, all without making a child stand out.

Many verbal kids still struggle to initiate or elaborate. When years of effort haven’t worked, further testing for ADHD, dyslexia, or processing challenges may reveal missing whys. Dr. Jenna shares how weekly “interviews” with teachers and games like Uno or Jenga keep those kids practicing.

Circle Your Answer: Meeting a Child Where They Are and Why the 30-Day Check-In Matters

Dr. Jenna shares a case study of an older child with speech and language challenges who needed choices. By circling a question, then circling an answer, he moved from responding to a real back-and-forth conversation. Dr. E highlights why it worked: no eye contact demands, built-in processing time, and a starting point that met him where he was.

They then cover advocacy cards, such as “I need a break” or “Can you repeat that?”, and the 30-day check-in. Thirty days isn’t a magic number, Dr. Jenna says, but there should be movement forward. If not, look for the underlying why.

Key Takeaways from Episode 83

  • Focusing only on talking misses the comfort, connection, and confidence that make communication possible
  • A 504 or IEP needs real interventions, not only accommodations
  • The SM School Evaluation Form establishes a true baseline
  • High interests, teacher-led invitations, and “big shot” roles help children find peers
  • Check in at 30 days: look for movement forward, and if it is missing, look for the underlying why

Resources Mentioned

Final Thoughts

The first month of school isn’t about whether a child talks. It’s about whether they feel comfortable, connected, and confident enough for talking to follow. As Dr. E and Dr. Jenna remind us, take it one step at a time, and when progress stalls, step back and ask why.