Echolalia csd 626-autism [midterm]
what are the two types of language processors
1. analytic 2. gestalt
what are some identifiers that we can observe?
1. assess comprehension 2. underlying functions 3. watch for mitigations
what are 4 DONT's for a language sample that are not necessary
1. collect a certain amount of utterances 2. transcribe 3. calculate MLU or TTR 4. use software
Echolalia is functional for these 3 main factors for individuals with ASD
1. communication 2. cognition 3. self regulation
what are 3 different functions of echolalia
1. communicative 2. cognitive 3. self regulatory
what are some characteristics of stage 2 utterances
1. finding and separating smaller chunks of gestalts 2. many mitigations at once 3. mix and match stage
7 characteristics of GESTALT PROCESSORS
1. focus on intonation and social interaction structure of language 2. basic units may be words or phrases 3. remains specific to situational contexts 4. language is not flexible 5. multiword phrases functioning as single words 6. language complexity is achieved through recombination of established gestalts 7. most common in boys and ASD
In ASD echolalia is qualitatively described as: [4]
1. immediate 2. delayed 3. pure 4. mitigated
what are 5 language intervention principles that are derived from research?
1. initiations 2. observations 3. listen and write down what they say 4. encouragement 5. avoid teaching rote utterances
what are some ways SLP's can be sure that they are as prepared for therapy with gestalt language processors? [3]
1. knowing in advanced which models of gestalts you will use 2. utilizing senses and movements 3. colorful
7 characteristics of ANALYTIC PROCESSORS
1. labeling and semantic relationship of language 2. single words are basic units 3. generalized to relevant objects and events quickly 4. productive and generative early on 5. moves from single words to two and three word utterances 6. rules of language forms allows for increased complexity 7. most common in girls
characteristics of gestalt processors language [3]
1. not clear articulation 2. different prosody 3. not flexible
how can we do for language samples? [2]
1. parents and teachers record samples 2. write down everything the child says
What are 7 examples of situations that could be echoed?
1. pretend play 2. bedtime soliloquies 3. quotes 4. sayings 5. lines in plays 6. backchanneling 7. therapy
what are 2 cognitive functions of echolalia
1. rehearsal 2. self directive
what are some communicative functions of echolalia [6]
1. request 2. yes answer 3. directive 4. calling 5. protesting 6. turn taking
what are the 6 stages of the natural language development for gestalt processors:
1. use of gestalt language wholes 2. mitigation of wholes into phrases 3. isolation of single words 4. beginning grammar 5. more advanced grammar 6. more complex grammar
what are 5 model useful gestalts for the person to "borrow"
1. useful 2. easy to mitigate 3. playfully offered 4. matched to the individual's intent 5. developmentally appropriate
In stage 2 utterance what do SLP's have more control over?
Planned treatment we have some control over the smaller phrases with movies we do not have this control
what should we avoid when teaching gestalt language processors?
a rote set of "functional" or "survival" utterances
When does the critical period of language development fall?
ages 2-7 years old
name the type of processor: child who can isolate single words
analytic
which type of processor can be understood better earlier on?
analytic
It is crucial that therapy is.....
as exciting as possible in order to capture the client's attention
in stage 4 what do we want to avoid?
asking too many questions
explain how self directive is a cognitive function of echolalia
attempting to keep in their memory what they are supposed to do long enough to act on it
explain normal language acquisition
begins with units of language captured from the ongoing speech stream
explain mitigated echolalia
borrows the construction of phrases that they have heard before but changes them in some way
how can echolalia serve as a self-regulatory function?
can calm individuals down by repeating calming phrases
how can language samples be useful for further treatment?
can help plan our next steps for treatment
what type of language should we use the most?
comments
What do SLP's need to be better at?
determining whether or not a child is a gestalt processor
what is mitigated echolalia?
different in anyway
what are characteristics of underlying functions
discover context and consistency of mitigations
Why is early intervention so important?
due to the critical learning period
Very common aspect of autism, language that is echoed and does not always seem relevant to the current topic
echolalia
characteristics of stage 5 and 6?
even more complex grammar
What does stage 3 utterances show for gestalt language processors?
even though language seems less sophisticated there has been an enormous leap forward
what is pure echolalia?
exactly the same
explain how echolalia can be functional
expressing themselves utilizing an echoed language
describe gestalts in children with ASD
extremely long and difficult to break down
t/f we need to provide few opportunities for practice?
f-need to provide many opportunities
t/f individuals with autism are the only ones that can be identified as gestalt processors
f-not only seen in individuals with autism
T/F Echolalia is common in typical children
f-qualitative differences of echolalia in ASD individuals
t/f echolalia is not communicative
f-very communicative for individuals with autism
The thing we want the most is _____ in communication
flexibility
"my address is....." this is an example of what type of utterance
functional utterance
what are some characteristics that we can observe for comprehension?
gaze, gesture, body orientation
name the type of processor: child isolates "johnny its time for bed"- as one unit of meaning
gestalt
which type of processor is less intelligible?
gestalt
For gestalt language processors explain the extra step they must go through in order to continue to learn language and increase it's flexibility.
have to break down the gestalts to smaller units and then into words in order to begin to create sentences
what is the ultimate goal with gestalt language processors
hope that they will be able to move away from this stage of communication
what is a really good indicator that a sentence is not a gestalt?
if there are mistakes
how are mitigations used in observations
if they are being used this is a clear indicator of progress
How do SLP's have to present language to gestalt language processors?
in exciting ways
What is another name for gestalt processors?
intonation babies
what should be things we should look at within our language sample?
language components like vocabulary, syntax and pragmatic function
what is a common diagnosis for gestalt language processors?
language delay
why do we want to avoid asking too many questions?
language models for gestalt processors
characteristics of a stage 1 gestalt [3]
long, not flexible, can be meaningful and functional but not fit for exactly what the person would like to say
explain rehearsal as a cognitive function of echolalia
may continue to repeat something in order to not forget it
Name the type of echolalia: teacher: "would you like a cookie?" child: "would you like an apple?"
mitigated echolalia
Name the type of echolalia: mom: "would you like an apple?" child: "would you like an apple, yes"
mitigation
what is something that SLP's want to look for in echolalia
mitigation
characteristics of stage 3 utterances: [3]
mitigation into single words, combining words into 2 word phrases, fully original
The longer the gestalt the _________
more difficult it is to spontaneously mitigate
analytic processors are ______
more intelligible
How can SLPs help children move through the stages?
must be willing to listen, write down what they say, figure out their ZPD and systematically plan our support
why are verbal initiations so important in intervention?
need to be initiating rather than responding to questions
are movie gestalts easy to mitigate?
no
is rote language functional?
no
We as SLP's can generalize that analytic processing is typical and gestalt processing occurs in children with delays and disorders.
no, this cannot be generalized because it is not necessarily true
Is it possible once a child passes the critical language development period that they can no longer learn?
no-still can learn just difficult
do SLP's want to get rid of gestalts
no-valuable for communication
Why does echolalia develop so often in individuals with ASD?
often because children with ASD are gestalt language processors
what are low constraint interaction styles?
partners should avoid questions and commands because they are most likely to result in echolalia
language samples are the _____ in our field
physical evidence
Name the type of echolalia "To infinity and beyond"-an example of a child running up to you before therapy
pure delayed echolalia
Name the type of echolalia: mom: "let's go outside" child: "let's go outside"
pure immediate echolalia
explain how quotes can be echoed?
quote movies, books anything that they did not come up with independently
what is back channeling?
repeating exactly or close to what someone else says
What does echo mean?
repeating utterances of other's
SLPs need to be ____ with what is modeled for the client
selective
characteristics of stage 4 utterances:
self generated grammar, flexibility in self expression, can be correct or incorrect
which stage is less rigid and more original with language?
stage 2
what is a life changing stage for gestalt language processors?
stage 3
t/f Regression in gestalt language processors is typically progress?
t
t/f language sampling is NECESSARY in gestalt language processors
t
Because gestalt processors are less intelligible what does this lead people to believe?
that they are only producing babbling or jargon when they are struggling with articulation of the longer units
What is valuable knowledge for SLP's about gestalt language processors?
that we understand the way they learned language and tailoring therapy to help break down the gestalts
What is one of the most important part's of our jobs as SLP's?
to teach what to do to help enhance communication
how do gestalt processors process language
units are large, intonationally defined strings of words
how do analytic processors process language
units are small words
What is important for SLP's to model in therapy?
useful gestalts that are easy to mitigate
with gestalt language processors what is an important aspect for SLP's not to focus on?
utterance length
describe a stage 1 gestalt
utterances are entire multi-word gestalts lifted from somebody or somewhere else
In the many opportunities given to practice there needs to be what sort of variety?
variety of partners, topics, and settings
in therapy SLPs need to to be sure to facilitate ________
verbal initiations
what is the term ABA therapists use for echolalia?
vocal stereotypy
what is delayed echolalia?
when something is repeated that they have heard but it is beyond 2 conversational turns
what is immediate echolalia?
when the individual says exactly what they just heard within one or two conversational turns
how do we encourage initiations?
withholding, manipulating the environment, violating their expectations, imitate, and waiting
What is another name for analytic processors?
word babies
Are gestalts valuable for communication?
yes
Can people with ASD remain in stage 1 for a lifetime?
yes
Do other professionals define, characterize, treat and refer to echolalia differently?
yes
Does everyone echo at some point during their life?
yes
can individuals stay in stage 2 for a lifetime?
yes
Can teaching "functional" phrases impede the language acquisition process for children?
yes-it can cause it to take more time and be more difficult
Do we ever figure out what the source of the gestalt is and what it means?
yes-takes time, effort, and familiarity