| Echolalia is a repetition of some form of dialogue that | | | | don't want. |
| the Autistic child has heard. It can be repeated | | | | When you offer the two items to the child, put the one |
| immediately or in can be repeated per verbatim at a | | | | that they don't want last. |
| later stage. | | | | For example, if you know that they like balls but they |
| An example of immediate echolalia would be when | | | | don't like puzzles, ask them "Do you want the ball or |
| someone asks the child "how are you?" and the child | | | | the puzzle?" |
| repeats "how are you?" | | | | They will initially repeat "The puzzle". |
| This can include complete dialogues that the Autistic | | | | At which point, hand the puzzle to them. They may get |
| child has heard from a conversation or a movie or | | | | a little frustrated and make a grab for the ball and at |
| radio broadcast. | | | | that point you would repeat the question "Do you want |
| It may not have a meaning to them at the time but | | | | the ball or the puzzle?" |
| they just repeat it. | | | | As you ask, extend the ball towards them when you |
| Echolalia can be a little confusing when the child uses it | | | | say ball and then extend the puzzle when you say |
| all the time and then gets frustrated when people don't | | | | puzzle. |
| understand what they are trying to communicate. | | | | After a couple or more times of this, the Autistic child |
| An example of this would be if you asked the child | | | | with echolalia usually is starting to understand that they |
| what they wanted for lunch, a hamburger or a hotdog. | | | | need to listen to what you are saying in order to get |
| An Autistic child with echolalia would say hotdog as it | | | | what they want. |
| is the last thing they would have heard even if it was | | | | Obviously you are going to start them out slowly and |
| the hamburger they really wanted then they may get | | | | not make the requesting sentences too long or |
| upset when presented with the hotdog. | | | | complicated as you just want them to get the idea |
| Echolalia is being used by the child with Autism as a | | | | that if they listen to your question and take the time to |
| means of processing words and storing the words or | | | | think about it, then answer by naming what it is they |
| complete dialogue for further use. | | | | want, they will get what they desire. |
| It increases their word bank and at times you may | | | | Obviously your success in stopping the echolalia |
| hear them practicing their dialogue using similar tones | | | | depends on the degree of Autism that they have but |
| or inflections in speech as they heard it until they think | | | | you should definitely be able to decrease it significantly |
| that they got it right. | | | | in any case. |
| If careful attention is paid when listening to a child with | | | | As time progresses this can be used for other more |
| echolalia, you may find that in their speech, there may | | | | complex conversational situations and evoke more |
| be a link to what ever it is they are saying even in | | | | appropriate conversational responses from the autistic |
| dialogue and what the situation is that is going on. | | | | child with echolalia for questions such as how are you |
| There are ways to stop or significantly decrease | | | | and what is your name. |
| echolalia. | | | | Taken slowly but consistently, echolalia in an autistic |
| Present the Autistic child with two items, one that you | | | | child can be decreased significantly to the point where |
| know that they want, and one that you know they | | | | only an experienced person could pick it up. |