EcholaliaEcholalia

What is Echolalia?What is Echolalia?

Echolalia is when the child repeats verbal information Echolalia is when the child repeats verbal information stated by others (whether it be from other people’s stated by others (whether it be from other people’s conversations, videos, books read aloud, songs, etc)conversations, videos, books read aloud, songs, etc)

Echolalia can include repetition of part of the utterance Echolalia can include repetition of part of the utterance as well as an identical repetition of the entire spoken as well as an identical repetition of the entire spoken utterance, sometimes including an exact replication of utterance, sometimes including an exact replication of the intonation used by the speakerthe intonation used by the speaker

Echolalia can be both immediate (repeating something Echolalia can be both immediate (repeating something that has just been heard), or delayed (repeating that has just been heard), or delayed (repeating information heard previously – minutes, hours, days, information heard previously – minutes, hours, days, weeks, months, years!)weeks, months, years!)

What is Echolalia?What is Echolalia?

Echolalia occurs in normal language development yet Echolalia occurs in normal language development yet decreases as the typically developing child gains more decreases as the typically developing child gains more spontaneous generative language. In children with spontaneous generative language. In children with Autism, echolalia occurs with greater frequency and lasts Autism, echolalia occurs with greater frequency and lasts for a longer period of time as the child with Autism for a longer period of time as the child with Autism typically experiences significant difficulty developing typically experiences significant difficulty developing spontaneous, generative language skills spontaneous, generative language skills

Echolalia is reflective of how the child processes Echolalia is reflective of how the child processes information. The child with Autism processes information information. The child with Autism processes information as a whole ‘chunk’ without processing the individual as a whole ‘chunk’ without processing the individual words that comprise the utterance words that comprise the utterance

What is Echolalia?What is Echolalia?

In processing these unanalyzed ‘chunks’ of verbal In processing these unanalyzed ‘chunks’ of verbal information, many children with Autism also process part information, many children with Autism also process part of the context in which these words were stated, of the context in which these words were stated, including sensory (i.e. smells) and emotional (i.e. angry) including sensory (i.e. smells) and emotional (i.e. angry) details details Some common element from this original situation is Some common element from this original situation is then triggered in the current situation which triggers the then triggered in the current situation which triggers the child’s echolalic utterance. For example, this means that child’s echolalic utterance. For example, this means that a child might repeat the phrase ‘everyone at the table’ a child might repeat the phrase ‘everyone at the table’ every time they smell food cooking, because that is what every time they smell food cooking, because that is what their mother said to them while preparing dinner one their mother said to them while preparing dinner one eveningevening ““Go to hell lieutenant!” – expressing angerGo to hell lieutenant!” – expressing anger

Echolalia – positive indicatorEcholalia – positive indicator

The presence of echolalia in children with Autism can be The presence of echolalia in children with Autism can be a positive indicator for future meaningful language a positive indicator for future meaningful language development development

It indicates that the child is at least processing language, It indicates that the child is at least processing language, although at a surface level although at a surface level

May be using sophisticated utterances (e.g., lengthy May be using sophisticated utterances (e.g., lengthy sentences, advanced vocabulary and grammatical sentences, advanced vocabulary and grammatical forms), however these echolalic utterances are generally forms), however these echolalic utterances are generally being repeated without a clear or complete being repeated without a clear or complete understanding of the meaning of the utterance understanding of the meaning of the utterance

Functions of EcholaliaFunctions of Echolalia

Non- Communicative PurposesNon- Communicative PurposesEcholalia used without communicative intent occurs when the child Echolalia used without communicative intent occurs when the child does not expect a response to his verbalisation does not expect a response to his verbalisation Echolalic utterances which do not appear relevant to the situation or Echolalic utterances which do not appear relevant to the situation or context (e.g., a child repeats utterances from a Disney video during context (e.g., a child repeats utterances from a Disney video during a group schedule activity)a group schedule activity)Utterances that may be triggered by something in the situation or Utterances that may be triggered by something in the situation or context (e.g., a child walks into the canteen and begins to engage in context (e.g., a child walks into the canteen and begins to engage in echolalic utterances which have been heard in this context: echolalic utterances which have been heard in this context: "Everyone find a seat and start eating.") "Everyone find a seat and start eating.") Utterances that may be used as self-direction for their own actions Utterances that may be used as self-direction for their own actions (e.g., a child produces echolalic utterances to engage in a (e.g., a child produces echolalic utterances to engage in a previously taught verbal routine to wash their hands: "Turn on the previously taught verbal routine to wash their hands: "Turn on the water. Get some soap. Rinse hands. Turn the water off. Get a towel water. Get some soap. Rinse hands. Turn the water off. Get a towel and dry hands.")and dry hands.")

Functions of EcholaliaFunctions of Echolalia

Sometimes, children with Autism engage in echolalia Sometimes, children with Autism engage in echolalia when they are feeling stressed or anxious. It is important when they are feeling stressed or anxious. It is important to determine whether the child's arousal level could be a to determine whether the child's arousal level could be a factor in the echolalia factor in the echolalia

Example:Example: A child walks into a classroom that he A child walks into a classroom that he attended the previous school year. He begins to engage attended the previous school year. He begins to engage in a variety of delayed echolalic utterances spoken by in a variety of delayed echolalic utterances spoken by the teacher from the previous school year. This child the teacher from the previous school year. This child may be exhibiting an increase in stress and anxiety may be exhibiting an increase in stress and anxiety because he does not understand why he is in this because he does not understand why he is in this environment again environment again

Functions of EcholaliaFunctions of Echolalia

Communicative PurposesCommunicative Purposes

As the child's cognitive and language skills develop, As the child's cognitive and language skills develop, their use of echolalia may become more functional and their use of echolalia may become more functional and communicativecommunicative

When echolalia is used more communicatively, the child When echolalia is used more communicatively, the child will generally exhibit an increase in spontaneous, will generally exhibit an increase in spontaneous,

appropriate eye gaze and/or body orientationappropriate eye gaze and/or body orientation

Functions of EcholaliaFunctions of Echolalia

Communicative PurposesCommunicative PurposesEcholalia can be used communicatively for the following Echolalia can be used communicatively for the following functions :functions :

Conversational turn takingConversational turn taking

Initiation of communicative interactionsInitiation of communicative interactions

RequestingRequesting

Indicating affirmation in response to a previous Indicating affirmation in response to a previous

utteranceutterance

What can we do?What can we do?

Addressing non-communicative EcholaliaAddressing non-communicative Echolalia

Modify situations that might be stressful or Modify situations that might be stressful or anxiety producing for studentsanxiety producing for students

Structure the environmentStructure the environment

Let students know what is going on and what is Let students know what is going on and what is going to happen nextgoing to happen next

Simplify verbal messagesSimplify verbal messages

Use simple, concrete languageUse simple, concrete language

Pause after instructions Pause after instructions

What can we do?What can we do?

Addressing Communicative EcholaliaAddressing Communicative EcholaliaReplace the echolalic utterance with a more Replace the echolalic utterance with a more appropriate form to express the same language appropriate form to express the same language functionfunction

Use visual supports, such as pairing a visual Use visual supports, such as pairing a visual symbol with written words the student can usesymbol with written words the student can use

Always respond!Always respond!

Use AAC (i.e. pictures / words / signs, etc)Use AAC (i.e. pictures / words / signs, etc)