Echolalia resources
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Echolalia can have many functions. Here's are some links, all of which give examples of the various functions echolalia can have for a child, so you can "translate" your child's intent. Remember, if a link doesn't work, try and delete any blank spaces in the address. If it still doesn't work, let me know or google the article name: http://groups.msn.com/TheAutismHomePage/echolaliafacts.msnw - "Echolalia and Autism" by Gary J. Heffner, based on the work of Barry M. Prizant. http://www.iidc.indiana.edu/irca/communication/communicfun.h tml - "Communicative Functions" by Beverly Vicker http://www.iidc.indiana.edu/irca/communication/echolalidelay .html - "Functional Categories of Delayed Echolalia" by Beverly Vicker http://www.iidc.indiana.edu/irca/communication/echolaliImmed .html - "Functional Categories of Immediate Echolalia" by Beverly Vicker. http://momnos.blogspot.com/2006/03/dr-strangetalk-or-how-i-l earned-to.html - One mom's story about her son's progress from echolalia to spontaneous language (originally posted by furrowed). http://communicationdevelopmentcenter.com/findingwords1.htm - column about echolalia and language acquisition by Marge Blanc, originally published in Autism/Asperger's Digest. This column was mentioned in the above Mom-NOS blog. http://www.autism-pdd.net/forum/forum_posts.asp?TID=29307&am p;PN=4 - NY Times blog by a teacher who uses her students' strong memorization/scripting skills to shape socially meaningful language. Any resources to add?
Thahks Norwaymom. Concernedpa. norway mom thanks a million. you made my day i was in very bad situation. the therapies keep telling me try diet try medicine try yeast medicine. so what i got from this post is my son has steming and that is how he is regulating himself. since his speech improved in last two years he started to talk it means i might need a better speech therapy insteat of changing diet,and vitamins. so im going to concentrat on teaching from now on. thank you so much. No new links today, but I thought I'd bump this. I am a first year teacher in a life skills class and I am currently working with two wonderful children with autism. One has Echolalia and I am really feeling like nobody in the school, including ST, really knows how to handle this. I have gone through the first link from the first post and I am hoping to start incorporating some of these ideas into my curriculum. I may be coming back asking lots of questions as we continue to work on this. One question I do have: Can a child have both immediate and delayed echolalia at the same time because I think mine does? Thanks! Welcome to the forum, Emilyl. It's always good to see teachers who go the extra mile for their students. If you think your student has both types of echolalia, then you're probably right. Immediate echolalia is pretty easy to discover, because the child repeats what you've just said (although not necessarily every time of course). Delayed echolalia can be a little trickier to discover, because you're not with the child 24/7 to hear everything s/he's been exposed to. Way before he was diagnosed, my oldest son repeated a phrase that we couldn't really understand. We thought it had something to do with cinnamon, and didn't suspect he was scripting. Weeks and weeks went by before I finally happened to catch the line in one of his Thomas videos -- "all traffic halted, shouted the signalman" (cinnamon). Good luck with everything. Thanks NorwayMom. This has been a challenging and yet rewarding year for me. Other teachers did not want my job but to me I love trying to find the puzzle pieces together and seeing the end result.This student I am describing will repeat any question I ask him, some just parts of the question, and when he is not repeating me, he is repeating any Mario game. He does the poses and can "script" an entire game at one time. I know how bright this child is but I am trying to determine what is the best approach to working with this! Emilyl -- Answering questions is a tough task for kids with autism. They often have auditory processing issues (don't catch everything that's said), language issues (don't understand everything that's said and have trouble expressing themselves), and demand avoidance issues (don't like that an answer is expected/demanded). In addition, kids with autism often have trouble making choices, if a question is more open-ended. They look for the "optimal" or perfect choice, but sometimes there isn't one and they're stymied. For example, which color crayon to use? - one color is just as good as the other. When I asked my kids what they wanted for breakfast, I showed them their choices instead of just using words. I also simplified the questions if they seemed stumped. For example, "hot dog yes or hot dog no?" I still do this on occasion, even though they're 7 and 10 years old. Good luck figuring out the best strategies to use with your student. My son who's 22 was echolalic for quite awhile before he started using more conventional speech. I use the phrase "conventional" because my son had the delayed type, he would sing jingles or parrot things he heard in tv commericals.. thing was though, that often what he parroted would be really humorous and/or fit the situation. [QUOTE=Emilyl]This student I am describing will repeatany question I ask him, some just parts of the question, [/QUOTE] I also have a student who does this. MB usually repeats the last 2-3 words of the question and stares at me. Sometimes, he could answer and when it takes too long, i give him choices or give him visuals in close proximity. He tends to touch it first and think and it works, especially when he is asked a question about the lesson but at certain times, i allow him to repeat the question word per word. In this way, he appears to understand the question better rather than stare aimlessly at me. It is frustrating since I'm new to all of this too (its my first year of teaching). I have addressed this concern when we had our case con but the ST just asked me what I do. She seems not to be bothered by this. Should i?  Haneee -- Welcome to the forum. We always appreciate teachers who make the effort to educate themselves about autism. I don't know if you should feel "bothered" by the echolalia. Echolalia is actually a normal part of language development up to age 3, but since kids with autism are developmentally delayed, it hangs on longer. It sounds like you're doing a great job figuring out ways to make questions easier for him, and the speech therapist probably sees that. But it's understandable if you want more input from her on things to try, etc. I hope you're enjoying your first year of teaching. Good luck!
[QUOTE=Emilyl] and when he is not repeating me, he is repeating any Mario game. He does the poses and can "script" an entire game at one time. I know how bright this child is but I am trying to determine what is the best approach to working with this! [/QUOTE] This sounds just like my son Alex...not only will he repeat the character's lines from Mario games, but he will imitate the body language and facial expressions. I think it's because the faces of the characters are so expressive! Ideas for working with echolalic speech: http://frogger11758.wordpress.com/2009/07/17/some-ideas-for- working-with-echolalic-speech/ Why Video Teaching? Source: http://www.watchmelearn.com/video-based-teaching.shtml
Scientific Research Watching videos can help children with autism learn social skills
Results from the meta-analysis indicate that both video modeling and VSM meet the Council for Exceptional Children's criteria for evidence-based practices. Improvements were most evident in the area of functional skills, followed by social-communication skills and behavioral functioning. Video modeling is a method of teaching in which a student learns by watching a model on a video tape by demonstrating the targeted skill. By minimizing attentional requirements, requiring the child only to look at a small spatial area (a television monitor), and to hear only the minimum necessary language, children are more able to direct their focus to relevant stimuli (Sherer et al., 2001). This procedure can increase independence by reducing the need for the presence of a skilled adult to promote learning. In addition, motivation may be enhanced because video viewing is a low-demand activity found in most children's homes and appears to be naturally reinforcing to children. Teaching daily living skills to children with autism through instructional video modeling. http://www.autism-pdd.net/forum/forum_posts.asp?TID=33098 As someone else mentioned, echolalia is a normal part of speech development. It is a sign and the beginning of the development of language.... as it is in a toddler saying his first words - he is for the most part echoing what he hears. Once echolalia starts to form, it is now the job of the teacher, therapist and parent to direct usage of this language - so if your child is repeating a part of a video - generalize this skill by setting up a situation where the child can actually use that language in real life. i.e. child repeats "push the swing" - take the child to a swingset and when he says push the swing, give him a push. i.e. child repeats "my pleasure"... set up a situation where child does something for you like holding the door - you say thank you and hopefully he repeats "my pleasure" Take the language he has learned and try to arrange scenarios where that language will be appropriate. Learning language from echolalia is not a bad thing - it provides an opportunity for making this language functional not just echoic. Try to find videos that model appropriate or real life language and then when child is echoing language, try to place child in a scenario where that language is useful..... you will then be teaching the child how to use the language in a functional way.
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