Echolalia: Difference between revisions
m I expanded on the immediate echolalia under Presentation. I explained how completing trying to stop an individuals reliance on echolalia could handicap their language development. Echolalia may often be used for life in these individuals. |
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===Immediate Echolalia=== |
===Immediate Echolalia=== |
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Immediate echolalia causes the immediate repetition of a word or phrase. This is encouraged during the first year as it demonstrates that a child can hear, retain, and physically produce speech. <ref name=":5" /> For autistic children, this may be a way to "prolong social interaction."<ref name=":3">McEvoy, R.E., Loveland, K.A., & Landry, S.H. (1988). The functions of immediate echolalia in autistic children: A developmental perspective. ''Journal of Autism and Developmental Disorders, 18''(4), 657-668.</ref> Many individuals with autism use immediate echolalia as they are accessing their thoughts and developing creative spoken language. They use this borrowed language as a means to express themselves.<ref name=":3" /> Even if individuals have fluent language skills, they may revert to immediate echolalia when they are under increased levels of stress or anxiety.<ref name=":5">{{cite web|last=Vicker|first=Beverly|title=Functional Categories of Immediate Echolalia|url=http://www.iidc.indiana.edu/?pageId=535|publisher=Indiana Resource Center Autism|accessdate=16 September 2013|year=2009}}</ref> While a long term goal would be decreasing an individuals reliance on echolalia, it is important to remember that echolalia serves as a communicative function for the individual when they may not have any other means of communication. Promoting the extinction of echolalia could handicap the child's communication while they are learning more fluent language, self-sufficient language. |
Immediate echolalia causes the immediate repetition of a word or phrase. This is encouraged during the first year as it demonstrates that a child can hear, retain, and physically produce speech. <ref name=":5" /> For autistic children, this may be a way to "prolong social interaction."<ref name=":3">McEvoy, R.E., Loveland, K.A., & Landry, S.H. (1988). The functions of immediate echolalia in autistic children: A developmental perspective. ''Journal of Autism and Developmental Disorders, 18''(4), 657-668.</ref> Many individuals with autism use immediate echolalia as they are accessing their thoughts and developing creative spoken language. They use this borrowed language as a means to express themselves.<ref name=":3" /> Even if individuals have fluent language skills, they may revert to immediate echolalia when they are under increased levels of stress or anxiety.<ref name=":5">{{cite web|last=Vicker|first=Beverly|title=Functional Categories of Immediate Echolalia|url=http://www.iidc.indiana.edu/?pageId=535|publisher=Indiana Resource Center Autism|accessdate=16 September 2013|year=2009}}</ref> While a long term goal would be decreasing an individuals reliance on echolalia, it is important to remember that echolalia serves as a communicative function for the individual when they may not have any other means of communication. Promoting the extinction of echolalia could handicap the child's communication while they are learning more fluent language, self-sufficient language. It often decreases automatically with the acquisition of expressive language over time, and may diminish by adulthood<ref>http://www.iidc.indiana.edu/?pageId=535</ref>. However, echolalia may often be a part of an individual with autism's means of communication for their entire life. <ref name=":5" /> |
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A typical pediatric presentation of immediate echolalia might be as follows: a child is asked "Do you want dinner?"; the child echoes back "Do you want dinner?", followed by a pause, and then a response, "Yes. What's for dinner?"<ref name=":5">Bashe, P. R. ''The OASIS Guide to Asperger Syndrome; Advice, Support, Insight, and Inspiration''. Crown Publishers, 2001, p. 22.</ref> |
A typical pediatric presentation of immediate echolalia might be as follows: a child is asked "Do you want dinner?"; the child echoes back "Do you want dinner?", followed by a pause, and then a response, "Yes. What's for dinner?"<ref name=":5">Bashe, P. R. ''The OASIS Guide to Asperger Syndrome; Advice, Support, Insight, and Inspiration''. Crown Publishers, 2001, p. 22.</ref> |
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Revision as of 16:51, 18 September 2013
Echolalia is the automatic repetition of vocalizations made by another person. It is closely related to echopraxia, the automatic repetition of movements made by another person.
The word "echolalia" is derived from the Greek ἠχώ, meaning "echo" or "to repeat",[1] and λαλιά (laliá) meaning "speech" or "talk"[2] (of onomatopoeic origin, from the verb λαλέω (laléo), meaning "to talk").
Echolalia occurs during human child development, with babies producing vowels, some consonants and echolalia between 6 to 9 months of age.[citation needed] It can also describe a speech disorder in humans with developmental disabilities.
Associated conditions
Echolalia can be present in autism[3] and other developmental disabilities, Tourette syndrome, aphasia, Rubinstein-Taybi syndrome, schizophrenia, Asperger syndrome, Alzheimer's disease, anti-NMDA receptor encephalitis, and, occasionally, other forms of psychopathology including catatonic subtype in schizophrenia. It is also frequently found in blind or visually impaired children, although most will outgrow this behavior. When involuntary, echolalia may be considered a tic.
It has been observed after cerebral infarction (stroke).[4]
Presentation
Immediate Echolalia
Immediate echolalia causes the immediate repetition of a word or phrase. This is encouraged during the first year as it demonstrates that a child can hear, retain, and physically produce speech. [5] For autistic children, this may be a way to "prolong social interaction."[6] Many individuals with autism use immediate echolalia as they are accessing their thoughts and developing creative spoken language. They use this borrowed language as a means to express themselves.[6] Even if individuals have fluent language skills, they may revert to immediate echolalia when they are under increased levels of stress or anxiety.[5] While a long term goal would be decreasing an individuals reliance on echolalia, it is important to remember that echolalia serves as a communicative function for the individual when they may not have any other means of communication. Promoting the extinction of echolalia could handicap the child's communication while they are learning more fluent language, self-sufficient language. It often decreases automatically with the acquisition of expressive language over time, and may diminish by adulthood[7]. However, echolalia may often be a part of an individual with autism's means of communication for their entire life. [5]
A typical pediatric presentation of immediate echolalia might be as follows: a child is asked "Do you want dinner?"; the child echoes back "Do you want dinner?", followed by a pause, and then a response, "Yes. What's for dinner?"[5]
Delayed Echolalia
In delayed echolalia, a phrase is repeated after a period of time, such as a person with autism who repeats TV commercials, favorite movie scripts, or parental reprimands. This delay can be as short as a few minutes or as long as years. Three possible reasons for delayed echolalia are self-stimulatory behavior, communicating the mood, or a day in review. [5] Self-stimulatory behavior is an action in which the speaker is repeating the phrase for the purpose of satisfying themselves. Communicating the mood is used when a phrase elicits a mood for the speaker and then then use that phrase to communicate that feeling. Day in review is when the speaker repeats phrases from the day in order to communicate what happened.[5]
References
- ^
Henry George Liddell. "ἠχώ". A Greek - English Lexicon, on Perseus. Retrieved 11 May 2012.
{{cite web}}: Unknown parameter|coauthors=ignored (|author=suggested) (help) - ^ Henry George Liddell. "λαλιά". A Greek - English Lexicon, on Perseus. Retrieved 11 May 2012.
{{cite web}}: Unknown parameter|coauthors=ignored (|author=suggested) (help) - ^ Simon N (1975). "Echolalic speech in childhood autism. Consideration of possible underlying loci of brain damage". Arch. Gen. Psychiatry. 32 (11): 1439–46. doi:10.1001/archpsyc.1975.01760290107013. PMID 812450.
- ^ Suzuki T, Itoh S, Hayashi M, Kouno M, Takeda K (2009). "Hyperlexia and ambient echolalia in a case of cerebral infarction of the left anterior cingulate cortex and corpus callosum". Neurocase. 15 (5): 1–6. doi:10.1080/13554790902842037. PMID 19585352.
{{cite journal}}: Unknown parameter|month=ignored (help)CS1 maint: multiple names: authors list (link) - ^ a b c d e f Vicker, Beverly (2009). "Functional Categories of Immediate Echolalia". Indiana Resource Center Autism. Retrieved 16 September 2013. Cite error: The named reference ":5" was defined multiple times with different content (see the help page).
- ^ a b McEvoy, R.E., Loveland, K.A., & Landry, S.H. (1988). The functions of immediate echolalia in autistic children: A developmental perspective. Journal of Autism and Developmental Disorders, 18(4), 657-668.
- ^ http://www.iidc.indiana.edu/?pageId=535