Artifact #4: Pecha Kucha – Selective Mutism

This artifact was included as it shows my ability to present relevant information to adult

learners, such as other educators, and to share my knowledge in an interesting manner, using

technology. It also highlights my ability to do adequate research on a relevant topic and to

organize it into a logical, yet engaging manner. Finally, it includes information on a specific

challenge some learners face that could require accommodations or modifications, and I describe

what this looks like in my presentation. This Pecha Kucha presentation is done in a Power Point

format, but with a twist. It has exactly twenty seconds of voice recording per slide and is set to

last six minutes. It is meant to be more engaging that a traditional power point presentation.

Each slide is visual as opposed to textual. It shows an innovative way of teaching a topic to

people using a typical format. This use of technology could also be used to teach students and

keep them engaged. The PowerPoint is included below and is embedded for viewing and

listening. For a quicker view, the slides are posted along with the transcript.

CAEP Standards

1.1 suggests that candidates demonstrate an understanding of the 10 InTASC standards

at the appropriate progression level(s) in the following categories: the learner and learning;

content; instructional practice; and professional responsibility.

InTASC Standards

1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional,

and physical development influences learning and knows how to make instructional decisions

that build on learners’ strengths and needs.

9(e) exclaims that the teacher reflects on his/her personal biases and accesses resources to

deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build
stronger relationships and create more relevant learning experiences. This is shown in the

learning of different challenges that children face which will be used inform instruction and care

for individual children.

CAEP Standards

Standard 1.2

New York State Code of Ethics for Educators

Principle 3 stating that educators must commit to their own learning in order to develop

their practice. Educators recognize that professional knowledge and development are the

foundations of their practice. This is shown in the commitment to learn more for my students

and about them as well.

Ethical Standards by the Ontario College of Teachers

Care includes compassion, acceptance, interest and insight for developing students’

potential. Members express their commitment to students’ well-being and learning through

positive influence, professional judgment and empathy in practice) is shown in that I will always

be learning about the needs of my students as I did in the creation of this artifact.

Council for Exceptional Children (CEC)

6. Using evidence, instructional data, research, and professional knowledge to inform

practice.

a
 Transcript – Pecha Kucha on Selective
Mutism
Selective Mutism is a complex childhood anxiety disorder. It prohibits the child from
communicating effectively in select social settings, such as at school. This is not due to lack of
knowledge or skill.
Social anxiety manifests itself differently in different people. Some children are completely
mute, unable to speak in social settings, while some may speak to a select few or choose to
whisper.
The majority of children that have Selective Mutism have a genetic predisposition to anxiety. In
other words, they’ve inherited a tendency to be anxious. This will often come from one or even
more family members. Often, they will show signs of extreme anxiety.
Signs of anxiety in children can include those such as separation anxiety when leaving their
parents, frequent temper tantrums, crying, moodiness, inflexibility, sleep problems and extreme
shyness that may start in infancy.
Some children with Selective Mutism have sensory processing disorders as well. Which means
that they may have some difficulty processing sensory information. They may be sensitive to
sounds, light, touch, taste and even smell.
Selective Mutism is often triggered by what may be perceived as fearful situations by the child.
These could be in social settings such as birthday parties, school, family gatherings or routine
errands such as shopping.
There is a difference between Selective Mutism and Traumatic Mutism. With selective mutism
children speak in at least one setting such as the home as it is manifested in social anxiety.
Traumatic Mutism usually develops suddenly after a traumatic event such as witnessing a death.
Most children with Selective Mutism are as normal and socially appropriate as typical children
while in a comfortable setting such as home. They can be described by their parents as
boisterous, funny, inquisitive, verbal and even bossy.
The physical characteristics of a child with Selective Mutism can be described as blank facial
expression, stiff body posture, awkward body language, they may chew or twirl their hair and
avoid eye contact and play alone.
While that may be the characteristics of most children with Selective Mutism, others are less
avoidant and do not seem as uncomfortable. They may play with a few friends and may even be
very participatory in groups in a non-verbal manner.
Over 90% of children with Selective Mutism have Social Anxiety. They are uncomfortable
being introduced to people, being teased or criticized, or bring attention to him or herself as well
as eating in front of others.
There are physical manifestations of Selective Mutism as well. While mutism is something that
all present with, others also suffer from tummy aches, nausea, vomiting, headaches, shortness of
breath, or visibly nervous or scared feelings.
Symptoms to look for within a classroom environment are withdrawal, playing alone, or not
playing at all, hesitation in responding, even non-verbally, difficulty staying on task or even
completing tasks at all.
Other children with Selective Mutism do quite well academically. Many put a focus on their
academic skills. This is especially true with highly intelligent children who focus on academics
and often leave social skills behind at school.
Diagnosis of Selective Mutism is usually between three and eight years old. Often it is not until
children enter school and are expected to interact and speak that Selective Mutism becomes an
obvious diagnosis.
So few teachers, therapists and doctors understand Selective Mutism well as there are so few
studies on it. Therefore, the children are often misdiagnosed as shy, defiant, or manipulative
which is both wrong and inappropriate.
Early diagnosis is essential to prevent worsening anxiety, depression and other anxiety disorders
as well as social isolation and withdrawal. Some children may also later resort of drugs and
alcohol and some consider suicide (Shipon-Blum, n.d.).

Art Therapy allows children to express themselves non-verbally. It calms the nervous system
and acts as a distraction. Art Therapy increases self-esteem from creating something and offers
and outlet to vent which helps to relieve stress in children (Art Therapy Resources, n.d.)

Teachers need to know how to help a child with Selective Mutism. They may need preferential
seating near the teacher or a close friend. They need to use non-verbal communication to answer
questions (pointing, nodding head, thumbs up, thumbs down) or possibly cards or pictures to
help them to communicate.
Also, they may need to take tests in a comfortable area outside the classroom. They may need to
miss class time to receive speech therapy or counselling. They may also benefit from some sort
of education plan. Ultimately, a good home/school connection is essential to help the child with
Selective Mutism (Kids Health, 2015).