The Effectiveness of a Multidimensional Model in Treating Selective Mutism in Kindergarten Children

This study addresses selective mutism in children through a case study of a five-year-old girl who exhibits significant difficulties in verbal and social interaction within her kindergarten setting, despite showing normal communication at home. The research employed a qualitative methodology alongside a quasi-experimental A-B-A design, conducted over a period of 21 school weeks. The study aimed to explore the impact of a multi-dimensional therapeutic model on the child's academic and social behavior. Multiple data collection tools were used, including interviews with the mother and teachers, the Selective Mutism Questionnaire, and an observation checklist developed by the researcher. The intervention model included gradual integration into peer groups, positive reinforcement strategies, storytelling techniques, behavioral therapy, and both structured and unstructured play therapy. The results demonstrated a marked and gradual improvement in both social and verbal communication, with a significant increase in positive interaction patterns compared to the pre-intervention phase. Simultaneously, reliance on nonverbal communication decreased over time, indicating a qualitative shift in the child’s interaction style within classroom and home environments. The positive effects persisted beyond the intervention period, suggesting the long-term efficacy of the therapeutic model. This study represents one of the pioneering research initiatives in the Kingdom of Saudi Arabia focusing on selective mutism in early childhood education, and it provides a foundational reference for the development of future therapeutic interventions.