Treatment of Echolalia in Individuals with Autism Spectrum Disorder: a Systematic Review

Neely, Leslie; Gerow, Stephanie; Rispoli, Mandy; Lang, Russell; Pullen, Nathan

doi:10.1007/s40489-015-0067-4

Cited by 39 publications

(46 citation statements)

References 38 publications

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“…When non-social stimuli are more reinforcing than social stimuli, non-typical development may occur in at least two important ways: First, infants with a preference for non-social stimuli will attend to such stimuli (e.g., geometrical patterns in the environment, moving objects, flickering lights, nonverbal sounds) at the cost of attending to social stimuli, such as the eyes and voices of caregivers. As the infant grows older and acquires a more advanced motor repertoire, non-social reinforcers will not only select attention, they will also select repetitive and stereotyped behaviors (e.g., hand flapping, object twirling, lining of objects, playing the same YouTube video or computer game over and over again), because these behaviors are motivated and reinforced by the sensory consequences they produce 29,30 . Secondly, in infants who show increased preference for non-social stimuli, pragmatic communication, social interests and social skills may become a deficit because attending to the face and eyes of caregivers, listening to human voices, exhibiting joint attention and social communication require motivation for social stimuli 1,2 .…”

Section: Discussionmentioning

confidence: 99%

Children with Autism show Atypical Preference for Non-social Stimuli

Gale

Eikeseth

Klintwall

2019

Sci Rep

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The present investigation describes three studies testing the hypothesis that children with Autism Spectrum Disorder (ASD) show an atypical preference for non-social stimuli. Preference for non-social and social stimuli was assessed using applications on a portable tablet computer. Twenty-eight children with ASD were matched on developmental age with the chronological age of 41 typically developing (TD) children. The non-social stimuli consisted of six different films of abstract moving geometric patterns. Social stimuli were six different films of the face of young adults (Study 1 and 3) or six films of different dogs’ faces (Study 2). When given a choice between the non-social and social stimuli, children with ASD preferred the non-social stimuli. When the human faces were replaced with dogs’ faces the participants with ASD continued to prefer the non-social stimuli. A high reinforcement value of non-social stimuli was also demonstrated when the non-social stimuli were presented alone, suggesting the preference for the non-social stimuli was not simply an avoidance of social stimuli. Whenever an infant prefers non-social stimuli over social stimuli, non-typical development in social communication and social interests may result, together with the development of high levels and frequently occurring stereotyped and repetitive behavior. These behaviors define Autism.

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Section: Discussionmentioning

confidence: 99%

Children with Autism show Atypical Preference for Non-social Stimuli

Gale

Eikeseth

Klintwall

2019

Sci Rep

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“…3) Echolalia in its profound form is automatic and effortless, imitative behavior whereby sounds or actions are imitated without explicit awareness (Mergl and Azoni 2015, Neely et al 2016). …”

Section: Is There a Neurological Dissociation Between Language And Comentioning

confidence: 99%

Linguistically deprived children: meta-analysis of published research underlines the importance of early syntactic language use for normal brain development

Vyshedskiy¹,

Mahapatra²,

Dunn³

2017

RIO

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We analyzed all published reports of individuals not exposed to syntactic language until puberty: two feral children, who grew up without hearing any language, and eight deaf linguistic isolates, who grew up communicating to their families using homesign or kitchensign, a system of gestures which allows them to communicate simple commands but lacks much in the way of syntax. A common observation in these individuals is the lifelong difficulty understanding syntax and spatial prepositions, even after many years of rehabilitation. This debilitating condition stands in stark contrast to linguistic isolates' performance on memory as well as semantic tests: they could easily remember hundreds of newly learned words and identify previously seen objects by name. The lack of syntactic language comprehension in linguistic isolates may stem from inability to understand words and/or grammar or inability to mentally synthesize known objects into novel configurations. We have previously shown that purposeful construction of novel mental images is the function of the lateral prefrontal cortex (LPFC) ability to dynamically control posterior cortex neurons (Vyshedskiy et al. 2017 posterior cortex territory that needs to be recruited by the LPFC and b) the number of disparate objects that have to be combined together by the LPFC in order to answer the test question. According to our analysis, linguistic isolates performed well in all tests that did not involve the LPFC control of the posterior cortex, showed decreasing scores in tests that involved greater recruitment of the posterior cortex by the LPFC, and failed in tests that involved greatest recruitment of posterior cortex necessary for mental synthesis of multiple objects. This pattern is consistent with inadequate frontoposterior connections in linguistic isolates. We discuss implications of these findings for the importance of early syntactic language exposure in formation of frontoposterior connections.

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“…A study conducted on autistic children for understanding echolalia recognized its advantages in aiding communication, which permitted children with ASD to lower their cognitive load, thus helping them initiate and maintain a conversation with others while also helping them acquire actual language abilities. Other studies on echolalia showed that autistic children considered it to be a sign of progress in language development (Robert, 2014;David & Weismer, 2014). Apart from this, Lund, Kohlmeier and Durán (2017) also conducted a systematic review of language development in autistic children raised in monolingual and bilingual environments where it was shown that there were only small differences between children growing up in both environments with regards to their expressive and receptive language.…”

Section: Previous Studies On Autism and Language Development/impairmentmentioning

confidence: 99%

A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders

Al-khresheh¹

2020

IJEL

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This study sought to analyze how the process of language development differed between a group of monolingual and bilingual children with autism spectrum disorders (n = 201) who were aged between 5-8 years and hailed from different countries around the world. To achieve this objective, a self-designed five-point Likert scale covering six different language domains was developed to measure the level of difficulty experienced by the participants. The measurement of the level of these difficulties was conducted based on reliable statistical analysis methods. The participants in the two groups were then compared on the basis of these difficulties. No statistically significant differences between the two groups were observed in any language domain. While mild differences within the items of main domains were indeed observed, they were deemed to be statistically non-significant. The results of this study suggest that both monolingualism and bilingualism do not have any detrimental effects on the language development abilities of children with autism spectrum disorders. Both groups were observed to experience the same level of difficulty in their language development process. This study’s limitations, implications, and other research suggestions have been discussed in detail as well.

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Treatment of Echolalia in Individuals with Autism Spectrum Disorder: a Systematic Review

Cited by 39 publications

References 38 publications

Children with Autism show Atypical Preference for Non-social Stimuli

Children with Autism show Atypical Preference for Non-social Stimuli

Linguistically deprived children: meta-analysis of published research underlines the importance of early syntactic language use for normal brain development

A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders

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