ceptions of defining echolalia as disruptive , inhibiting learning , interrupting social development , and stigmatization of the individual are refuted unambiguously ( Cohn et al ., 2022 ). One reason behind this consensus includes social-emotional functions of echolalia . Cohn et al . ( 2022 ), found that echoes can be used to block out other sounds or peers , help maintain focus , or assist with self-regulation . These meaningful considerations are important and the impact of discouraging echoes may result in the removal of a self-regulation or self-soothing strategy . Another major consideration is to determine if the demands , requests , or expectations placed onto the student are perceived by them as overwhelming . Framing the above considerations in open-ended formats that offer less restrictive answers can facilitate positive outcomes during OT interventions ( Cohn et al ., 2022 ). As an emerging research area , it is
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important to be conscientious and stay informed with new literature to understand how an echolalic individual can be best supported .
Previous literature that utilized a behavioral approach on echolalia has been challenged by those who integrate developmental approaches . What was once the gold standard treatment of extinguishing echolalia is now viewed as counterproductive . Across multiple disciplines , there is a consensus that echolalia does not inhibit learning , does not interrupt social development , and does not stigmatize the individual . Echolalia can serve several meaningful functions ; it is not purposeless nor meaningless . OT practitioners may indicate an acknowledgement to the echolalic using non-verbal or verbal responses to demonstrate an understanding of and to promote its ’ meaningful communicative intent .
In my Level II fieldwork I gained experience delivering OT services to children with echolalia . My observations , informed by OT theory , led me to question the long standing and readily accepted approach to managing echolalia . I explored the literature and identified an alternative understanding of echolalia , based on a developmental approach , that views echoes as serving many functions . Ultimately , my understanding , which I will carry with me into future practice , is that echolalia is purposeful and holds meaning , and that responding to the echolalia using non-verbal or verbal responses demonstrates an understanding and promotes meaningful communicative intent .
Edited by Hope Schmidt , OTD , OTR / L , and Rita Moore , MS , OTR / L
References
Cilla Prato OTR / L
About the author : Cilla Prato is an OTR / L and a recent MSOT graduate from North Central College . She is passionate about working with pediatrics and completed her level 2 fieldworks in a pediatric outpatient setting and at a therapeutic day school .
Woman with long wavy hair smiling .
Cohn , E . G ., Harrison , M . J ., & Stiegler , L . N . ( 2022 ). Repeating purposefully : Empowering educators with functional communication models of echolalia in Autism . Autism & Developmental Language Impairments , 7 ( 1 ), 1-16 . doi . org / 10.1177 / 23969415221091928
Luyster , R . J ., Zane , E ., & Weil , L . W . ( 2022 ). Conventions for unconventional language : Revisiting a framework for spoken language features in Autism . Autism & Developmental Language Impairments , 7 ( 1 ), 1-19 . doi . org / 10.1177 / 23969415221105472
Pruccoli , J ., Spadoni , C ., Orsenigo , A ., & Parmeggiani , A . ( 2021 ). Should echolalia be considered a phonic stereotypy ? A narrative review . Brain Sciences , 11 ( 1 ), 862 . doi . org / 10.3390 / brainsci11070862
Illinois Occupational Therapy Association | 2022 ISSUE 4 2