Comprehensive Support for a Junior High School Student with Selective Mutism: Using an Integrated Behavior Assessment

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  • Ono Masahiko
    Faculty of Psychology, Meiji Gakuin University
  • Esumi Shuko
    Faculty of Modern Communication Studies, Hamamatsu Gakuin University
  • Sato Ryotaro
    Graduate School of Comprehensive Human Science, University of Tsukuba

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  • 包括的支援アプローチ適用による選択性緘黙の中学生の発話行動の形成
  • ホウカツテキ シエン アプローチ テキヨウ ニ ヨル センタクセイカンモク ノ チュウガクセイ ノ ハツワ コウドウ ノ ケイセイ

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Abstract

<p>This study examined the use of an integrated behavior assessment-based support to shape the speech behavior of an eighth-grade female student with selective mutism. The student’s stress response at school appeared to be the causal factor for her condition, and instances of peers who spoke on her behalf and a teacher who communicated with her in writing seemed to sustain it. Therefore, to reduce her stress response at school, a support stage was established based on the anxiety hierarchy confirmed by salivary α-amylase activity. Furthermore, prompt fading, systematic desensitization, in vivo systematic desensitization, and assertion training were carried out based on the degree of the stress response. We also intervened and removed the factors that maintained the student’s selective mutism from the school. After four sessions over ten months at a technical assistance institution and the school, the student’s selective mutism was eliminated, and her active speech behavior in class was shaped. Her prognosis was good. Therefore, this study suggested that the behavior assessment system applied for selective mutism was effective. The next challenge is to clarify the standards for applying the support techniques.</p>

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