2025 Volume 28 Issue 2 Pages 286-296
[Purpose]
This study developed a support intervention for a fifth-grade boy with selective mutism who was able to speak during class but exhibited no spontaneous speech with classmates during recess and experienced anxiety about sustained verbal interactions. The intervention aimed to help him proactively express his thoughts to classmates.
[Methods]
This study used a speech support tool called “My Challenge,” which involved step-by-step speech practice by gradually varying the combination of people, settings, and activities. The student practiced tasks such as greeting classmates in the playground and asking questions in the classroom. These activities were adjusted in difficulty through daily goal setting and self-evaluation.
[Results]
The student was able to initiate speech, such as talking to friends during an overnight school trip and responding to classmates’ questions during recess. Although the homeroom teacher’s involvement in speech practice was minimal (approximately 10 minutes at most) the student reported that “My Challenge” helped him gain confidence in speaking.
[Discussion/Conclusion]
Our findings suggest that speech practice using “My Challenge” can be a sustainable intervention for classroom teachers to implement with students with selective mutism who experience anxiety about sustained verbal exchanges.
