This is defined as the repetition of speech by a child learning to talk. The main symptom of echolalia is the repetition of phrases and noises that have been heard.
Echolalia is used for communication purposes as a bridge to more flexible language. In many cases, echolalia is an attempt to communicate, learn language, or practice language.
Repetitive speech is an extremely common part of language development and is commonly seen in young toddlers who are learning to communicate. By the age of 2, most children will start mixing in their own utterances along with repetitions of what they hear. By age 3, most children’s echolalia will be minimal at most.
Immediate echolalia occurs when a child repeats words right after they hear what has been said e.g. “do you want a drink? The child will say, “you want a drink,” instead of, “yes,” or “I want juice.”
Delayed echolalia is out of context, as a result of the timing delay, as words or sentences are repeated later, sometimes hours or days later. A situation or emotion can trigger the use of delayed echolalia, even if it seems to have no connection to the situation. It comes out as a “chunk” of language that has been stored in memory but without regard to its literal meaning.
There are different purposes for the use of echolalia
· Stall: It gives the child time to respond and to process the information while they think of what to say.
· Self-talk: It is used to let the listener know they are present, but do not necessarily have the vocabulary or language to respond appropriately. Using echolalia here helps the speaker to regulate their actions and shift their mindset to follow the demands given by the adult.
· Self-soothing: It’s comforting or familiar and elevates anxiety associated with communicating.
· Rehearsal: Rehearsing what they want to say before answering. This is a processing aid and helps to keep the demand on working memory down. The child’s actions show that they comprehend the echoed utterance.Parents may feel that their child may have an “advanced language” because their child who is displaying echolalia can imitate extended portions of a preferred movie or sing a complete song, but it must be noted that they cannot ask for or answer a question. Although the child can use many words, he doesn’t seem to fully comprehend what he is saying instead he is mimicking words without being able to “use” them. At times the echolalia is non-functional and is not meaningful or relevant, other times it is functional and in this case is the appropriate use of memorized phrases for a real purpose such as turn taking, verbal completion or information providing.
To assist your child do not ask many questions at once or give lots of directions. Instead begin to model labels, comments and requests. Start saying things exactly the way you want your child to imitate them, because he learns by repeating exactly what you say.
It is important to model language from your child’s point of view. Model the kind of words or phrases he can reproduce and comprehend. For instance, if he’s attempting to refuse an activity (like sharing toys) model “stop”, “mine”, “no thank you” or “I don’t like it.”
Another suggestion is, do not ask your child “do you want?” type questions because most likely he will repeat requests starting with “do you want?” It is important to model what he should say if you already know his request. So, if he’s pointing to his milk this is your opportunity to model “I want milk.” With time and practice your child will eventually request “I want milk” versus Do you want milk?” Wait until your child imitates the phrase before giving it to them.
If you are offering more than one choice avoid using “Do you want ______ or _____?” Instead, model the names of the object like “milk” “juice” and hold them out in front of your child one at a time while repeating the name of the item.
Once your child reaches for one continue to say the name of the object until he repeats it back to you. Remember to be aware of your tone because your child will also mimic your pitch (like excitement) or question intonation.
Figuring out the meaning behind the echolalia can be tricky and so context is important and thinking about what the child original heard can help. Generally, as communication skills improve, the occurrence of echolalic speech diminishes.
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