8 recherche sur le mot-clé 'Echolalia'

Echolalia as defined by parent communication partners / Keith R MCVILLY ; Matthew J HARRISON in Autism & Developmental Language Impairments, 8 (January-December 2023)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 8 (January-December 2023) Titre : Echolalia as defined by parent communication partners Type de document : Texte imprimé et/ou numérique Auteurs : Keith R MCVILLY, Auteur ; Matthew J HARRISON, Auteur Langues : Anglais (eng) Mots-clés : Echolalia  autism spectrum disorders  parents  communication  language  Grounded Theory Index. décimale : PER Périodiques Résumé : Backgrounds and aimsEcholalia, the repetition of previous speech, is highly prevalent in Autism. Research into echolalia has historically assumed a clinical standpoint, with two opposing paradigms, behaviourism and developmentalism, offering differing support and intervention programs. These paradigms offer a multitude of clinical operationalised definitions; despite attempts, there continue to be challenges regarding how echolalia is to be defined. Stepping out of the dichotomous clinically orientated literature, we examined how parents summarise and formalise their understanding of echolalia as a communication partner. The objectives of this study were three-fold: (1) to investigate how echolalia is described and defined by parents; (2) to examine if existing clinical definitions align with those of parents; and (3) to begin to consider the implications of such findings for a collaborative approach between clinical perspectives and the parent experience. We bring to the fore the voices of parents, who have historically remained absent from echolalia literature. That is to say, we step outside of the clinical realm and listen to parents: something which has been previously unconsidered but represents a new vital addition to the echolalia literature.MethodsWe employed a Grounded Theory approach to document the definitions of 133 parents.ResultsWe found that parents reported a multiplicity of important elements that are key to their understanding of echolalia.Conclusions and implicationsAdditionally, we found that clinical definitions do not resonate within the parent experience; parents experience echolalia in a different way to that of clinicians and parents can offer insight into our understanding of the phenomena. Our findings show that while some parents might align themselves with either a behavioural or developmental positionality, sometimes there is an overlap depending upon the context in which their child repeats and some parents advance interpretations that are not readily aligned with either of the traditional clinical schools of thought. We present implications for both clinicians and parents in ways that point towards a collaborative approach to support the person with echolalia. En ligne : https://dx.doi.org/10.1177/23969415231151846 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Echolalia as defined by parent communication partners [Texte imprimé et/ou numérique] / Keith R MCVILLY, Auteur ; Matthew J HARRISON, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 8 (January-December 2023) Mots-clés : Echolalia  autism spectrum disorders  parents  communication  language  Grounded Theory Index. décimale : PER Périodiques Résumé : Backgrounds and aimsEcholalia, the repetition of previous speech, is highly prevalent in Autism. Research into echolalia has historically assumed a clinical standpoint, with two opposing paradigms, behaviourism and developmentalism, offering differing support and intervention programs. These paradigms offer a multitude of clinical operationalised definitions; despite attempts, there continue to be challenges regarding how echolalia is to be defined. Stepping out of the dichotomous clinically orientated literature, we examined how parents summarise and formalise their understanding of echolalia as a communication partner. The objectives of this study were three-fold: (1) to investigate how echolalia is described and defined by parents; (2) to examine if existing clinical definitions align with those of parents; and (3) to begin to consider the implications of such findings for a collaborative approach between clinical perspectives and the parent experience. We bring to the fore the voices of parents, who have historically remained absent from echolalia literature. That is to say, we step outside of the clinical realm and listen to parents: something which has been previously unconsidered but represents a new vital addition to the echolalia literature.MethodsWe employed a Grounded Theory approach to document the definitions of 133 parents.ResultsWe found that parents reported a multiplicity of important elements that are key to their understanding of echolalia.Conclusions and implicationsAdditionally, we found that clinical definitions do not resonate within the parent experience; parents experience echolalia in a different way to that of clinicians and parents can offer insight into our understanding of the phenomena. Our findings show that while some parents might align themselves with either a behavioural or developmental positionality, sometimes there is an overlap depending upon the context in which their child repeats and some parents advance interpretations that are not readily aligned with either of the traditional clinical schools of thought. We present implications for both clinicians and parents in ways that point towards a collaborative approach to support the person with echolalia. En ligne : https://dx.doi.org/10.1177/23969415231151846 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

Echolalia from a transdiagnostic perspective / Tyler C. MCFAYDEN in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Echolalia from a transdiagnostic perspective Type de document : Texte imprimé et/ou numérique Auteurs : Tyler C. MCFAYDEN, Auteur ; Shelia M. KENNISON, Auteur ; J. Michael BOWERS, Auteur Langues : Anglais (eng) Mots-clés : Echolalia  aphasia  autism  repetitive speech  transdiagnostic Index. décimale : PER Périodiques Résumé : Background & aims Echolalia, the repetition of one’s or others’ utterances, is a behavior present in typical development, autism spectrum disorder, aphasias, Tourette’s, and other clinical groups. Despite the broad range of conditions in which echolalia can occur, it is considered primarily through a disorder-specific lens, which limits a full understanding of the behavior. Method Empirical and review papers on echolalia across disciplines and etiologies were considered for this narrative review. Literatures were condensed into three primary sections, including echolalia presentations, neural mechanisms, and treatment approaches. Main contribution Echolalia, commonly observed in autism and other developmental conditions, is assessed, observed, and treated in a siloed fashion, which reduces our collective knowledge of this communication difference. Echolalia should be considered as a developmental, transdiagnostic, and communicative phenomenon. Echolalia is commonly considered as a communicative behavior, but little is known about its neural etiologies or efficacious treatments. Conclusions This review is the first to synthesize echolalia from a transdiagnostic perspective, which allows for the direct comparisons across and within clinical groups to inform assessment, treatment, conceptualization, and research recommendations. Implications Considering echolalia transdiagnostically highlights the lack of consensus on operationalization and measurement across and within disorders. Clinical and research future directions need to prioritize consistent definitions of echolalia, which can be used to derive accurate prevalence estimates. Echolalia should be considered as a communication strategy, used similarly across developmental and clinical groups, with recommended strategies of shaping to increase its effectiveness. En ligne : http://dx.doi.org/10.1177/23969415221140464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Echolalia from a transdiagnostic perspective [Texte imprimé et/ou numérique] / Tyler C. MCFAYDEN, Auteur ; Shelia M. KENNISON, Auteur ; J. Michael BOWERS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Echolalia  aphasia  autism  repetitive speech  transdiagnostic Index. décimale : PER Périodiques Résumé : Background & aims Echolalia, the repetition of one’s or others’ utterances, is a behavior present in typical development, autism spectrum disorder, aphasias, Tourette’s, and other clinical groups. Despite the broad range of conditions in which echolalia can occur, it is considered primarily through a disorder-specific lens, which limits a full understanding of the behavior. Method Empirical and review papers on echolalia across disciplines and etiologies were considered for this narrative review. Literatures were condensed into three primary sections, including echolalia presentations, neural mechanisms, and treatment approaches. Main contribution Echolalia, commonly observed in autism and other developmental conditions, is assessed, observed, and treated in a siloed fashion, which reduces our collective knowledge of this communication difference. Echolalia should be considered as a developmental, transdiagnostic, and communicative phenomenon. Echolalia is commonly considered as a communicative behavior, but little is known about its neural etiologies or efficacious treatments. Conclusions This review is the first to synthesize echolalia from a transdiagnostic perspective, which allows for the direct comparisons across and within clinical groups to inform assessment, treatment, conceptualization, and research recommendations. Implications Considering echolalia transdiagnostically highlights the lack of consensus on operationalization and measurement across and within disorders. Clinical and research future directions need to prioritize consistent definitions of echolalia, which can be used to derive accurate prevalence estimates. Echolalia should be considered as a communication strategy, used similarly across developmental and clinical groups, with recommended strategies of shaping to increase its effectiveness. En ligne : http://dx.doi.org/10.1177/23969415221140464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

'Let me tell you, I see echolalia as being a part of my son?s identity': Exploring echolalia as an expression of neurodiversity from a parental perspective / Eli G. COHN in Autism, 28-5 (May 2024)  

Public ISBD [article]  inAutism > 28-5 (May 2024) . - p.1245-1257 Titre : 'Let me tell you, I see echolalia as being a part of my son?s identity': Exploring echolalia as an expression of neurodiversity from a parental perspective Type de document : Texte imprimé et/ou numérique Auteurs : Eli G. COHN, Auteur ; Matthew J. HARRISON, Auteur ; Keith R. MCVILLY, Auteur Article en page(s) : p.1245-1257 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  echolalia  family functioning and support  neurodiversity  parents  phenomenology Index. décimale : PER Périodiques Résumé : Echolalia has been described as the repetition of words, phrases, songs or other more elaborate dialogues uttered by another person, which may be immediate or delayed (International Classification of Diseases, 11th Revision; Diagnostic and Statistical Manual of Mental Disorders, 5th ed.). Some classify echolalia as a communication impairment reflective of delay, while others consider it a restricted, repetitive pattern of behaviours, without meaningful communicative function. Little attention is given to the experiences of non-clinicians, such as parents or teachers who may hold valuable insights to further our understanding of this phenomenon. This study forms part of a larger programme of inquiry which interviewed parents (N = 133) about their experiences of their sons' and daughters' echolalia. Using hermeneutic phenomenological analysis in an abductive framework, we present a perspective of echolalia that has largely remained silent in literature: echolalia as an expression of neurodiversity. Participants push back against the status quo of intervention, reclaiming echolalia as being a part of their child?s identity. Participants want their children to not only enjoy their echolalia but to fully embrace it as being a part of their individual identity. We propose alternatives to a purely clinical perspective of echolalia; alternatives that may place the neurodiversity-affirmative perspectives of our participants in a co-existing tension with clinicians. Lay abstract Echolalia is a commonly found speech and language condition in autistic children. Children with echolalia repeat words and phrases they previously hear in place of proving a non-repetitive response. In research and when visiting speech and language services, one of the common goals is to modify these repetitions so that these children may, more socially, engage with their surrounding environment. In our research, we identified that not all parents want their children?s echolalia to be modified. Some parents want their child to be able to enjoy echolalia and others don?t want anyone to intervene because they see it as something that makes their child unique and being unique is something to be celebrated. We believe that there might be a way for speech and language services who want to modify echolalia and the parents in our study who do not want their child?s echolalia to be modified, to be able to exist side-by-side. En ligne : https://dx.doi.org/10.1177/13623613231195795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 [article] 'Let me tell you, I see echolalia as being a part of my son?s identity': Exploring echolalia as an expression of neurodiversity from a parental perspective [Texte imprimé et/ou numérique] / Eli G. COHN, Auteur ; Matthew J. HARRISON, Auteur ; Keith R. MCVILLY, Auteur . - p.1245-1257. Langues : Anglais (eng) in Autism > 28-5 (May 2024) . - p.1245-1257 Mots-clés : autism spectrum disorders  communication and language  echolalia  family functioning and support  neurodiversity  parents  phenomenology Index. décimale : PER Périodiques Résumé : Echolalia has been described as the repetition of words, phrases, songs or other more elaborate dialogues uttered by another person, which may be immediate or delayed (International Classification of Diseases, 11th Revision; Diagnostic and Statistical Manual of Mental Disorders, 5th ed.). Some classify echolalia as a communication impairment reflective of delay, while others consider it a restricted, repetitive pattern of behaviours, without meaningful communicative function. Little attention is given to the experiences of non-clinicians, such as parents or teachers who may hold valuable insights to further our understanding of this phenomenon. This study forms part of a larger programme of inquiry which interviewed parents (N = 133) about their experiences of their sons' and daughters' echolalia. Using hermeneutic phenomenological analysis in an abductive framework, we present a perspective of echolalia that has largely remained silent in literature: echolalia as an expression of neurodiversity. Participants push back against the status quo of intervention, reclaiming echolalia as being a part of their child?s identity. Participants want their children to not only enjoy their echolalia but to fully embrace it as being a part of their individual identity. We propose alternatives to a purely clinical perspective of echolalia; alternatives that may place the neurodiversity-affirmative perspectives of our participants in a co-existing tension with clinicians. Lay abstract Echolalia is a commonly found speech and language condition in autistic children. Children with echolalia repeat words and phrases they previously hear in place of proving a non-repetitive response. In research and when visiting speech and language services, one of the common goals is to modify these repetitions so that these children may, more socially, engage with their surrounding environment. In our research, we identified that not all parents want their children?s echolalia to be modified. Some parents want their child to be able to enjoy echolalia and others don?t want anyone to intervene because they see it as something that makes their child unique and being unique is something to be celebrated. We believe that there might be a way for speech and language services who want to modify echolalia and the parents in our study who do not want their child?s echolalia to be modified, to be able to exist side-by-side. En ligne : https://dx.doi.org/10.1177/13623613231195795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527

Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism / Eli G. COHN in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Eli G. COHN, Auteur ; Keith R. MCVILLY, Auteur ; Matthew J. HARRISON, Auteur ; Lillian N. STIEGLER, Auteur Langues : Anglais (eng) Mots-clés : Echolalia  communication and language  special education  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and AimsEcholalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.Main ContributionPrior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.Conclusions and ImplicationsResearch into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students. En ligne : https://doi.org/10.1177/23969415221091928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism [Texte imprimé et/ou numérique] / Eli G. COHN, Auteur ; Keith R. MCVILLY, Auteur ; Matthew J. HARRISON, Auteur ; Lillian N. STIEGLER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Echolalia  communication and language  special education  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and AimsEcholalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.Main ContributionPrior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.Conclusions and ImplicationsResearch into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students. En ligne : https://doi.org/10.1177/23969415221091928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Conventions for unconventional language: Revisiting a framework for spoken language features in autism / Rhiannon J. LUYSTER in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Conventions for unconventional language: Revisiting a framework for spoken language features in autism Type de document : Texte imprimé et/ou numérique Auteurs : Rhiannon J. LUYSTER, Auteur ; Emily ZANE, Auteur ; Lisa WISMAN WEIL, Auteur Langues : Anglais (eng) Mots-clés : Autism  language  echolalia  neologisms  repetitive speech Index. décimale : PER Périodiques Résumé : Background and aims Autism has long been characterized by a range of spoken language features, including, for instance: the tendency to repeat words and phrases, the use of invented words, and œpedantic � language. These observations have been the source of considerable disagreement in both the theoretical and applied realms. Despite persistent professional interest in these language features, there has been little consensus around terminology, definitions and developmental/clinical interpretation. Main contribution This review paper updates and expands an existing framework for unconventional language in autism to include a broader range of non-generative (echolalia and self-repetition) and generative (idiosyncratic phrases, neologisms and pedantic language) features often observed in the language of individuals on the autism spectrum. For each aspect of the framework, we review the various definitions and measurement approaches, and we provide a summary of individual and contextual correlates. We also propose some transitional language features that may bridge non-generative and generative domains (e.g., mitigated echolalia and gestalt language). Conclusions This updated framework offers a unified taxonomy and nomenclature that can facilitate further investigation and interpretation of unconventional language in autism. Implications There are important implications of this work for our understanding of the complex interplay between autism and language development. Equally important are the clinical ramifications that will guide evidence-based practice in assessment and intervention for individuals on the autism spectrum. En ligne : http://dx.doi.org/10.1177/23969415221105472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Conventions for unconventional language: Revisiting a framework for spoken language features in autism [Texte imprimé et/ou numérique] / Rhiannon J. LUYSTER, Auteur ; Emily ZANE, Auteur ; Lisa WISMAN WEIL, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism  language  echolalia  neologisms  repetitive speech Index. décimale : PER Périodiques Résumé : Background and aims Autism has long been characterized by a range of spoken language features, including, for instance: the tendency to repeat words and phrases, the use of invented words, and œpedantic � language. These observations have been the source of considerable disagreement in both the theoretical and applied realms. Despite persistent professional interest in these language features, there has been little consensus around terminology, definitions and developmental/clinical interpretation. Main contribution This review paper updates and expands an existing framework for unconventional language in autism to include a broader range of non-generative (echolalia and self-repetition) and generative (idiosyncratic phrases, neologisms and pedantic language) features often observed in the language of individuals on the autism spectrum. For each aspect of the framework, we review the various definitions and measurement approaches, and we provide a summary of individual and contextual correlates. We also propose some transitional language features that may bridge non-generative and generative domains (e.g., mitigated echolalia and gestalt language). Conclusions This updated framework offers a unified taxonomy and nomenclature that can facilitate further investigation and interpretation of unconventional language in autism. Implications There are important implications of this work for our understanding of the complex interplay between autism and language development. Equally important are the clinical ramifications that will guide evidence-based practice in assessment and intervention for individuals on the autism spectrum. En ligne : http://dx.doi.org/10.1177/23969415221105472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

A Multidimensional Reappraisal of Language in Autism: Insights from a Discourse Analytic Study / Laura STERPONI in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

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Quantifying Repetitive Speech in Autism Spectrum Disorders and Language Impairment / Jan P. H. VAN SANTEN in Autism Research, 6-5 (October 2013)  

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Rethinking language in autism / Laura STERPONI in Autism, 19-5 (July 2015)  

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