$15.00

i 1.00 Hours

Course Overview

Teachers and speech-language pathologists may be confronted by a child who fails to speak in school but is reported by parents to freely speak at home. Our initial professional response is to wait and hope that time will solve the problem. A more appropriate approach is to conduct a differential diagnosis and study the child’s personality and behavior to determine a diagnosis that addresses the failure to talk in select situations and other aberrant features that are present. In the DSM-5, classification of selective mutism is applied to children who present self-imposed silence in social situations. A treatment program that involves both parents and school personnel is addressed. Techniques to modify such personality traits as anxiety, oppositionalism, and compulsivity that accompany selective mutism, and play therapy conducted by the speech-language pathologist and other school personnel contribute to a successful treatment program.

About the Course Author

Robert C. Thompson, PhD, SLP, CCC, is a consultant to the pediatric department at the W.W. Hastings Indian Hospital in Tahlequah, Okla., as a specialist in differential diagnosis of infants, toddlers, and elementary-age children presenting autistic spectrum disorder, selective mutism, disruptive behavior disorder, and reactive attachment disorder. Robert C. Thompson has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
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Detailed Transcripts

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Accreditation Information

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Course Details
  • Course Code:

    REL-ACU-0-SLPA2032
  • Hours:

    1.00
  • Type:

    Online Course
  • Release Date:

    2019-01-01
  • Expiration Date:

    2021-07-31
  • Learning Objectives:

    Apply the diagnostic criteria for selective mutism from the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition, to determine whether a child presents this condition; Collect objective and subjective information in regard to the child’s social behavior, and consider whether the child also presents anxiety, compulsivity, or oppositional traits; Establish a treatment program that eliminates inappropriate management by family and school personnel, modifies comorbid features, improves the child’s participation in school, and provides opportunities for the child to be verbal
  • Target Audience:

    The target audience for this course is: Intermediate level Speech and Language Pathologists; in the following settings: Acute Care Facility.
  • Course Delivery Method and Format:

    Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
    Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
    If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
    All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
    Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
    All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
    To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
  • Accommodations:

    If you require special accommodations to complete this module, please contact Relias Customer Support here.
  • Disclosures:

    Expert Reviewers, Instructors, and Staff Writers disclosures will be listed above after the individuals' biographical paragraph. All other members involved within the planning of this educational activity have declared no conflict of interest exists when planning and developing this course.
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