Echolalia
Turn-taking, verbal completion, providing information, labeling, protest, request, calling, affirmation, directive
Delayed Interactive
non-focused, situation association, and rehearsal
Delayed non-interactive
Must assess the function of echolalic utterances before targeting reduction a functional behavioral assessment (FBA) should be used to determine the function
Determining the function of echolalia
The socially awkward or inappropriate verbatim repetition of part or all of a previously spoken utterance
Echolalia definition
communicating to another person.
Function of echolalia, interactive
Messages for personal use
Function of echolalia, non-interactive
Conversational turn-taking, declarative, answering questions, and requesting.
Immediate Interactive
non-focused, rehearsal, and self-regulatory
Immediate non-interactive
complex linguistic input high-constraint linguistic input partner's directive interaction style
Interactional variables associated with higher incidences of echolalia
immediate and delayed
Interactive function of echolalia types
Creating opportunities to initiate communication determine function use low-constraint interactions avoid solely teaching a rote set of "functional" or survival utterances practice language use with peers teach quiet behaviors
Principles for responding to echolalia
Unstructured or unpredictable situations transitions unfamiliar tasks or situations difficult or challenging tasks contexts that cause anxiety, fear, distress, and/or elation stimuli that were presented in modalities in which the child is hypersensitive
Situational variables associated with higher incidences of echolalia
cues-pause-point
Targets immediate echolalia steps: 1. show cue card and have child say what is on card 2. pause and hold up index finger to indicate "quiet" 3. ask question, pause, point to card and ask what is on it 4. praise and acknowledge correct reply
1. echolalia 2. mitigated echolalia: chunks 3. mitigated echolalia: recombining chunks 4. Isolation of single words 4. First sentences 5. More complex sentences 6. Most complex sentences
The 6 stages of natural language acquisition
words, phrases, sentences, longer chunks of spoken language
The verbatim repetition can include
most common with autism tourette's syndrome aphasia schizophrenia dementia catatonia epilepsy stroke language impairments
Who can have echolalia?
language comprehension difficulties gestalt style of language learning and use
person-specific variables associated with higher incidences of echolalia
physical prompt on aac device model visual prompt verbal cue independent-no prompt
prompting hierarchy for script training
Gestalt
remembering and producing language as a whole unit that has one communicative intention word strings that are echoed verbatim, comprehended as a whole message and not individual units, not altered for specific situations
script training and visual cues
targets delayed echolalia helps teach a person what is an acceptable communication exchange for a situation scripts address a particular social situation prompts are gradually faded so the client has to provide more and more of the language of the script on his or her own.