Speech-Language Pathologists Engage In All Of The Following Activities Except Selective Mutism — Tips for Helping Teachers Deal with this Anxiety Disorder in the Classroom

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Selective Mutism — Tips for Helping Teachers Deal with this Anxiety Disorder in the Classroom

Addressing racism in the classroom can be difficult and frustrating for teachers. After all, sometimes it seems that a child who has a problem of decision making does not speak or participate; and, moreover, it may be difficult to judge how well the child has learned when he does not read aloud, etc.

Selective mutism is often a symptom of an anxiety disorder, and the full impact of the disorder is often not apparent until the child starts school. It is often in the classroom that the effects of selective discrimination are felt the most. Therefore, in many cases the teacher is the one who has to deal with him, learn to cope, and deal with the problem.

Fortunately, there are things teachers can do to combat racism in the classroom. Here are some tips:

· The teacher is often among the child’s symptoms. Keep calm. Realize that there is every child you know very well because of racism.

· Realize that as a teacher, you are the most important part of helping students deal with the emotions they choose. Be understanding. Note that the symptoms of selective mutism are not intentional, so you should not be upset or angry.

· If you suspect an underlying medical condition, refer the child and both parents to a doctor or psychologist. Together, they can help create a behavior-based treatment plan. This is a very effective way to treat selective mutism.

· Work with a speech-language pathologist (SLP). Instead, you (the teacher), the parents, the child, the psychotherapist, and the SLP are all important parts of the treatment team. Coordinate your activities and work together.

· Do not try to force him to talk. Yes, it is good to encourage the child to talk.

· Encourage and praise the child for speaking up and participating in class. Rewarding the child will make him feel like part of the class, but independent at the same time. It can help to gradually reduce the stress level.

· A child with indecisiveness needs routine and order.

– Have a clear plan and make sure you are clear about what is happening in class. Doing these things will help reduce the unknown and give the child a sense of order.

Try to avoid sudden changes. If you are planning a schedule change or a new job, give them an overview of the expected change.

· Although a child with self-injury may not jump into certain situations, they may do so over time. It is easier for him or her to join in when they look at other children and know what to do. Help the child to participate in the activity, and then slowly fade away as he gains confidence.

Assessing a child’s development and skills and identifying mutism can be difficult for a teacher. After all, it is difficult to imagine how a child can read well if the child does not read aloud.

• Realize that just because you haven’t seen the signs that your child is strong, it doesn’t mean that he doesn’t understand.

Talk to an SLP to learn about different ways to assess a child’s reading skills.

Some children point to letters or draw others without using words.

· See if the child will allow his parents to record a video of him reading at home.

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