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Echophenomena and Coprophenomena
Published in Alexander R. Toftness, Incredible Consequences of Brain Injury, 2023
The prefix “echo-” refers to repetition. Echophenomena are behaviors that a person does that are repetitions of other behaviors. The person's repetitions may be repeats of the actions of others or repeats of their own actions. Two commonly discussed “echo-” symptoms are echolalia and echopraxia.
Communication Issues
Published in Norman S. Giddan, Jane J. Giddan, Autistic Adults at Bittersweet Farms, 2020
Kanner (1943) singled out mutism, immediate and delayed echolalia, literalness, bizarre, irrelevant and metaphorical language, and abnormalities in rhythm, volume and pitch. Today we still see mutism, but we now know that 50 to 60 percent of autistic individuals acquire some functional verbal language. We’re more familiar now with the subtleties of immediate and delayed echolalia (Prizant & Duchan, 1980). We used to think echolalia needed to be extinguished when we were trying to teach language to children. Now we’ve developed more respect for echolalia and appreciate it as a dynamic feature of language development that varies with regard to its proximity to the stimulus, exactness of the repetition, the degree of comprehension involved, and the underlying communicative intent. A great deal of research has been carried out by Prizant (1989) regarding the uses and evolution of echolalia in autistic individuals. We are also familiar with the abnormalities in rhythm, volume and pitch which give autistic speech its clipped and wooden quality (Baltaxe & Simmons, 1985). Familiar linguistic markers now include the use of concrete language, difficulty with pronouns and the inability to generalize the meaning of a word from one context to another.
Diagnosing Tourette syndrome
Published in Carlotta Zanaboni Dina, Mauro Porta, James F. Leckman, Understanding Tourette Syndrome, 2019
Carlotta Zanaboni Dina, Mauro Porta
N.B. For the aforementioned scales, caregivers of sufferers with echolalia/echopraxia should be aware that the reading aloud of symptoms may induce them. Sometimes, even when the patient himself is reading them silently, these symptoms can appear.
Review of methods for conducting speech research with minimally verbal individuals with autism spectrum disorder
Published in Augmentative and Alternative Communication, 2023
Karen V. Chenausky, Marc Maffei, Helen Tager-Flusberg, Jordan R. Green
Similarly, the stereotyped or repetitive vocalizations that minimally verbal children with autism frequently produce have been the focus of clinical research focused on improving spoken language in these children (Blanc, 2012; Steigler, 2015). These vocalizations, also referred to as echolalia or scripting, take the form of immediate or delayed repetition of words or phrases, sometimes clearly articulated and resembling productive language, but sometimes unintelligible and resembling infant babble. Immediate echolalia can be an appropriate response to a speech repetition task, but problems may arise when an examiner suspects that a child’s response to a prompt is delayed echolalia; that is, the child is producing a self-stimulatory or scripted vocalization rather than attempting the target. This impression generally arises when the phonetic form of the child’s vocalization does not resemble the target or when the child produces the same vocalization repeatedly. Accuracy alone, however, cannot be a criterion on which to judge whether a child’s production is an attempt at responding because motor speech disorders such as childhood apraxia of speech are associated with distorted or inconsistent productions of stimuli and perseveration is not uncommon (American Speech-Language-Hearing Association, 2007).
The Use of Differential Reinforcement of Other Behaviours to Establish Inhibitory Stimulus Control for the Management of Vocal Stereotypy in Children with Autism
Published in Developmental Neurorehabilitation, 2019
Olive Healy, Sinéad Lydon, Thérèse Brady, Mandy Rispoli, Jennifer Holloway, Leslie Neely, Ian Grey
Participant 1 was an 8-year-old boy diagnosed with autism at the age of 2 years and 5 months. He had been in receipt of 20–25 h of intervention based on the principles of ABA weekly from the age of 3 years. He also attended an inclusive setting for 2 h each week. Extant school records indicated that he presented with a full scale Intelligence Quotient (IQ) of 67 and an adaptive composite score of 61 according to the Leiter-R28 and the Vineland Adaptive Behavior Scales,29 respectively. Participant 1 communicated primarily using three to four word sentences and was able to follow three step directions. He engaged in challenging behaviour in the form of elopement and a number of topographies of stereotyped behaviour including facial grimacing, playing with his own saliva, repetitive hand and body movements, and a high frequency of vocal stereotypy. Vocal stereotypy was primarily comprised of repetitive multiple syllable sounds as well as repetition of phrases from adult conversations, songs, books and television material. Repetition of phrases was considered a form of delayed echolalia when they did not correspond to activities or events within the immediate environment.
Massage efficacy in the treatment of autistic children – a literature review
Published in International Journal of Developmental Disabilities, 2018
Robert Walaszek, Natalia Maśnik, Anna Marszałek, Katarzyna Walaszek, Marcin Burdacki
Older children do not play with their peers and do not establish any bonds with them. They play stereotypically, e.g. they order things in a row always in the same sequence or they repeatedly activate mechanical toys (Levy et al.2009). Autistic children are frequently affected by speech disturbances. These children stop in their development at the stage of a so called ‘cooing’ and they may start to produce single words or simple sentences at the age of 4–5. They have problems with communication and such symptoms appear as echolalia (a thinking disorder that manifests itself as purposeless repeating of words or phrases spoken by other people) and pronoun misuse (using ‘you’ instead of ‘I’) (O’Hare 2009).