In Amy's Individual Education Program (IEP), each Monday afternoon the counselor has a one-on-one half-hour consultation with Amy to build relationships and reduce Amy’s tensions at school. During this time, the counselor has Amy do a variety of things, such as playing games, telling stories, and even taking a leisurely walk in the hallway. He also brings Amy to different places such as the teacher's office, the principal's office, gardens, laboratories, kitchens, and gymnasiums. Every time Mr. R comes in class to get Amy all the students will turn and look at Amy. Sometimes the teacher will encourage Amy to communicate with a classmate that she hasn’t met. In this way, Amy has a chance to speak to someone who she is not very familiar with. When Amy does not want to speak directly with others, Kelly and Mary will help Amy express what she wants to say.

Today, the tutor looked for Amy at the appointed time. Amy is also looking forward to this free time. Her classmates are still learning and Amy, Kelly, and Mary can go out to play. Mr. R's office is very spacious, and it is quiet with no classroom noise. Amy, the tutor, and  Mr. R are familiar with each other. Every morning, Mr. R is at the school gate and greets children from the school buses. But Amy never looked at him and would quickly pass by. "I'm Mr. R. Can you tell me what your names are?" Said Mr. R. "I'm Julie" and "I'm Anna". Then it was Amy's turn to introduce. Amy looked at her good friend Julie and asked her for help. Julie said to the tutor, "She is Amy." The tutor asked them three questions: "Do you want to play hide and seek?

"Yes!" Kelly and Mary shouted. Amy heard that she was going to play hide-and-seek. Although she didn't say anything, her heart was very happy and her face became relaxed. They were going to play hide and seek using walkie-talkies. The three children took the walkie-talkies and rushed to separate themselves.The tutor waited for a while and started looking for them. “Amy, Where are you hiding? "Kelly quietly asked Amy on the intercom. "I'm behind the teacher's desk." "Amy whispered," Where did these children hide? The tutor said to herself. Amy and her friends heard the teacher looking for them and giggled in the intercom. “Where are you guys hiding?” Amy heard the tutor say that she secretly looked through the seams of the table. Mary was found by the teacher." "Amy, I saw you too. Can you come out?" The tutored shouted and Amy smiled and stood up. "Do you like this game?" The instructor smiled and asked Amy. Amy answered happily: "I love it. "This is Amy's first speech with the tutor. Mr. R dared not show his surprise and continue to laugh with Amy and talk about what to play next week."

Time flew by quickly and they returned back to class. Mr. R and the three children spoke about the game while walking down the hallway. Although Amy speaks less in the corridor than in the office, she now talks to Mr. R.

Tips: When the school asks the tutor for help, it is best to invite the child's friends to participate in and play the game, so the selective mutism child does not feel that he or she is the object of attention and it’ll be more relaxed. Try to find a quiet place, free from outside interference. When Amy speaks, don't show a fuss, and it's easier to continue the conversation. Speaking in the corridor was originally challenging, but Amy became relaxed by doing activities and speaking in the corridor didn’t become an issue anymore.

Junhua and Joanna Wu  WeChat: junwang08837 Email: [email protected]     sunnyminded.org