Hi Julie,
Thank you for your words of encouragement. Hearing from others who understand
Sm and have gone through it makes a world of difference. In your opinion should
I be encouraging her to use words with the children she already speaks to but
now trying it on the school property? I have been trying to set up some sort of
incentive program but do not want to make it to easy but not too demanding
either. Did you try anything like this with your daughter. Any advice on any
of this would be greatly appreciated.

Thank you
Kristy

follow.your.heart@... wrote:
Hi Kristy, sorry for the delayed response. Your email got shuffled out of
where it should have been in my inbox.

Your daughter is showing great signs to eliminate her SM.

The idea that she wants to progress is great. She most likely is too nervous to
start speaking because she has spent so long not doing so. My own daughter
explained it as the words stuck in her throat, and also worried that when she
first spoke, people would make a big deal out of it. She worried so much about
being centered out, that the teacher or adults would say loudly "oh, you spoke!"

What is important is that you let her teacher know that she should not say
anything about Taylor's speaking. Just pretend like she always spoke in class.
Some children find it easier to speak if first they speak quietly as the teacher
stands outside the door. They maybe a few days later, they speak with the
teacher in the room but facing away from the child. This should be as gradual
as the child feels comfortable. Maybe read a book with the teacher nearby. SM
children seem to be less anxious if they read written words, rather than speak
their own words. Over time the child can speak directly to the teacher, either
quietly or regular tone. My daughter found that if no one commented on her
speaking, she was okay. There was one occasion at the very beginning where a
child in the classroom said "hey, Laura spoke to the teacher!" and my daughter
was most upset. The children were spoken to about that with Laura not in the
room. They had been told earlier, but it was such a shock
to some of them, that I suppose they forgot not to say anything. So, prepare
the classroom children as well.

Let us know how it works out, please!

Julie
follow your heart



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