- Who: Amy, parent, specialist, classmate
- Location: classroom
- Environment: normal classroom environment, during corner time, many different stations up
- Worry Level: 2
- Purpose: by having Amy’s mom in the classroom, she can help Amy become popular, can help the teacher figure out who Amy wants to be paired with, and helps Amy feel comfortable in the classroom
- What is Happening: Currently, Amy is in between classes. There are four people in the room, and the door is closed. Amy and another friend is playing a board game. The other two kids are going to go to art class and are about to leave. Amy is not talking in the situation because she doesn’t know everyone in the room. She will only nod and shake her head to communicate.
Strategy and Scene
- Create opportunities to talk
Amy and mom are sitting together playing a game during stations, another student comes up to play and asks Amy to play – Amy should have already mastered the game at home. Amy can respond whether or not she wants to let the classmate play
Parent can come to help Amy build already existing friendships, and help the teacher figure out who Amy may want to become whisper buddies with now
This is an important event for when Amy is in a completely new environment, or when she is in the mute stage
Outside specialists can also take the place of the parent in this scenario – the specialist must already know Amy and have been able to talk to her before
- Make Amy popular: Students will notice Amy and her parent playing the game. Parent can slowly invite new students to play, making sure Amy is comfortable with this.
- Talking buddy: Amy can use her Talking Buddy if she cannot talk with her new friends by herself.
It was class break time. Amy’s classmates all went outside to play. There were only four students in the classroom, Amy, her best friend, and two other students whom Amy was not very familiar with. Normally, during this time, Amy would chat and play with her best friend, but because two other students were also present, Amy was a little uncomfortable. When her friend talked to her, the only thing she would do is nod or shake her head.
At this time, the classroom door opened lightly and Amy’s mom appeared behind the door. In her hand, it was Amy’s favorite board game. Amy saw her mom, and she relaxed a little. Her mom grinned, waved her over to play the board game. Amy walked over happily and began to play the game with her mom.
“Amy, you are so lucky!”, her friend said, “your mom is playing board game with you!” Meanwhile, the other two students in the room saw them play game, and also came over to watch. “Amy, I like this game, can I also play with you?” one of them asked excitedly. “Sure.” Amy said quietly. Gradually, students playing outside returned back to the classroom and gathered around Amy to watch the game.. “Looks like your classmates also want to play the game. Do you want them to join you, Amy?” Amy’s mom asked. Amy nodded. So, her mom began to invite more students to join in and play the game with Amy. In this relaxing game environment, Amy was relaxed and her voice was getting louder and louder. Her face showed a big smile.
Hint: Parents should help SM kids create some opportunities to talk with others. Amy can talk to a talking buddy if she cannot or do not want to talk to her new friends. Then, her talking buddy could help her to talk to her new friends. Specialists can also take the place of the parent in this scenario – the specialist must already know Amy and have been able to talk to her before.
作者俊华,艾米妈 。 如有需要，加微信：junwang08837，艾米妈邀你进 “选择性缄默症家长分享群”。
选择性缄默症包括语言恐 Speech Phobia，感知障碍 Sensory Disorder, 社交恐惧 Social Anxiety 。 关键词： 孩子为什么不说话，孩子在外面不说话，孩子不敢说话，和陌生人不说话，社交恐惧，孩子在幼儿园和学校不说话，害羞，敏感，胆子小，懦弱，怕生，内向，没自信，固执，不敢吃饭，不敢去厕所，不敢和小朋友玩，，在家讲话，出门不讲话。只和爸爸妈妈说话， 不敢参加集体活动。
