Fade-In Sample Script

Example of Sophia’s Successful Fade-in with Ms. Rosie

Sophia’s introductions to new people and new situations should be through a tried-and-tested SM treatment module called a ‘fade-in’ whereby a new person or setting is introduced to Sophia, one variable at a time, while she is engaged in an activity that she enjoys.  

The following is a summary of her fade-in with Rosie.  Sophia and I sat in the classroom where the class was scheduled to begin and began to paint with markers.  While she painted, I described out loud what she was doing.  Once she began to comfortably chat away while painting, I motioned to Rosie to join us.  

Rosie came in, introduced herself and said she was going to do some preparation work for her class while sitting at the farthest chair at our table.  Rosie did not engage with or make eye contact with Sophia.  Sophia watched Rosie for a few seconds while Rosie ‘worked’ and then went back to painting.  

After a few more seconds, Rosie joined in my play-by-play and started describing what Sophia was doing – Behavioral Descriptions: 

“You are drawing a circle with a blue marker”

She also praised Sophia on what she was doing –  Labeled praise:

“Good job making the blue circle!”

Rosie did not ask Sophia a question until I specifically directed her to ask her a question that was NOT a yes/no question but gave her choices – Forced choice question:  

“Is your favorite color blue or purple?”

When Sophia answered, I repeated her answer – Reflection:

“Your favorite color is purple!”

And after reflecting, I praised her and specifically told her what speech I was praising – Labeled Praise for Talking:

“Great job telling us your favorite color is purple!”

When I noted Sophia answering to Rosie, I asked Rosie to continue forced choice questions, while also continuing all the actions in BOLD above.  [Please note: we try our best to never ask kids with SM a question with a ‘yes’ or ‘no’ answer – in all interactions – because it reinforces their selective mutism behavior by allowing them too easily to answer with nonverbals or single syllables/words.   Rosie talked a little bit (while drawing and not making eye contact) about her cats and then asked Sophia if she liked dogs or cats.  And when she answered, Rosie reflected and thanked/praised her for talking: “Cats!” Thank you for telling me you like cats.”  We kept painting while talking.  I pointed out things they had in common: you both like cats and you both have the letter “O” in your names..  Sophia loved that.  Rosie also imitated once Sophia was more comfortable with her presence: “You are drawing a flower.  I will also draw a flower.”  I then announced I was stepping out to get more paper and left the classroom.  I watched Rosie and Sophia interact for about 10 minutes before returning with the promised paper.  I provided Sophia with the agreed-upon reward that had been set prior to the fade-in for being successful with her brave talking.