The authors examined the use of a social problem-solving intervention to treat selective mutism with two sisters in an elementary school. Educators taught both girls to answer teacher questions in front of their peers during regular classroom instruction. Each girl received individualized instruction from a therapist on discriminating salient social cues, selecting an appropriate social response, performing the response, and evaluating her performance. The girls generalized the skills to their respective regular classrooms and maintained the skills for up to 3 months after the intervention. The researchers demonstrated experimental control by using a multiple-baseline design across participants. The article discusses limitations of this study and issues for future research.
O’Reilly, M., Sigafoos, J., Lancioni, G., Green, V., Edrisinha, C., Machalicek, W., . . . Didden, R. (2008). Examination of a social skills problem-solving intervention to treat selective mutism. Behavior Modification, 32, 182–195.