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Many individuals on the autism spectrum use echolalia, which is the repetition of another’s speech that occurs either immediately, or even later, after the original production. According to Barry Prizant (1987) echolalia is characteristic of least 85% of children with autism who acquire speech. Though it has been suggested that this verbal behavior should be extinguished since it appeared non-meaningful, we know that echolalia often serves a communicative function for the individual with autism. It reveals to the certain details about how a child with ASD may be feeling or what they may be trying to say. Many of us have heard a child on the spectrum say, “Do you want a cookie?”, when they wanted a cookie. They were echoing our past question that related to a desired outcome. Instead of ignoring this, we might want to think about how we can shape this behavior into a more typical communication. For instance, you might model for the child, while reaching for a cookie, “I want a cookie.”
Kathleen Ann Quill shares the following strategies in her excellent book, Teaching Children with Autism. The chapter, co-authored by Patrick J. Rydell and Barry M. Prizant, is titled, Assessment and Intervention Strategies for Children Who Use Echolalia.
Modification of environment – “echolalia increases in highly challenging environments that cause confusion or disorganization, thus competing with a child’s use of communicative acts”. “Transitions, interruptions in routine, unstructured time may all increase echolalia, especially when the child is unable to anticipate or predict the behavior and expectations of others or their role in the activity.”
Simplified language input – “Echolalia is more likely to be produced when the child does not understand preceding utterances.” Language input must be consistent with child’s language comprehension (not always as high as verbal expression).
Use a facilitative style as opposed to a directive style – expanding on a child’s utterance, commenting, asking questions about what the child is doing puts less of a “cognitive, social and linguistic demand” on a child than directives, “wh” questions, yes/no type questions do. When there is an increase in echolalia, this might signal a need to change the style for a while and model some of the more “directive” type utterances. Also using picture or written cues might help when a child seems overloaded.
Modeling – Model utterances relevant to activities and objects you are working with. Phrases should be at or only slightly higher in linguistic complexity and length than the child’s present ability, thus increasing the likelihood that the phrase will be understood and used appropriately. It is also good to model from the child’s perspective, “I’m thirsty”, while getting a drink, instead of “Are you thirsty?”
Through understanding a little more about echolalia and some common strategies to use when it occurs, communication partners will have ideas of how to use this unique characteristic of ASD as a means of increasing appropriate, meaningful verbal expression.
Speech & Occupational Therapy of North Texas provides pediatric speech therapy in Frisco, Plano, and McKinney. Our therapists work with children with a broad range of communication challenges, including autism spectrum disorder. Please contact our office at 972-424-0148 if we can answer any questions concerning your child’s speech and language development.
For more information about Dr. Quill’s research on Autism visit:
http://www.autisminstitute.net/[/vc_column_text][/vc_column][/vc_row]