Echolalia Worksheet. 1. Please describe an example of echolalia. 2. Please circle the option that best describes your examples.

Transcription

1 Echolalia Worksheet 1. Please describe an example of echolalia. 2. Please circle the option that best describes your examples. Immediate Delayed Both 3. Use the ABC model to describe the events that typically occur immediately before and after the student uses echolalia. ANTECEDENT BEHAVIOR CONSEQUENCE 4. Please circle the option that best describes this example of echolalia: Requesting Protesting Gaining attention Commenting Seeking information Giving information Social Routine Other

2 TRIAD SOCIAL COMMUNICATION SUPPORT NETWORK Webinar 4: Echolalia PROVIDING A PLATFORM FOR SPEECH LANGUAGE PATHOLOGISTS AND EDUCATORS TO LEARN AND SHARE SKILLS WITH PROFESSIONALS ACROSS THE STATE WEBINAR OBJECTIVES Define and describe echolalia Demonstrate how to use prompting and reinforcement to help students learn to use appropriate messages Message Desire Partner COMPONENTS OF COMMUNICATION Form Cause & Effect 1

3 Message Desire Partner COMPONENTS OF COMMUNICATION Form Cause & Effect Message Desire Partner COMPONENTS OF COMMUNICATION Form Cause & Effect Message Desire Partner COMPONENTS OF COMMUNICATION Form Cause & Effect 2

4 Message Desire Partner COMPONENTS OF COMMUNICATION Form Cause & Effect ECHOLALIA IS the repetition of words or phrases from one s own speech, the speech of others and/or media. Immediate Delayed ECHOLALIA IS an important part of speech and language acquisition. Occurs around 18 months of age Peaks at about 30 months of age Typically disappears by 36 months of age 3

5 ECHOLALIA MAY BE a sign of a communication disorder. Typically disappears by 36 months of age Prolonged echolalia continues in approximately 75% of children with ASD. ECHOLALIA serves a variety of communicative purposes. Requesting Protesting Gaining attention Commenting Seeking information Giving information Social Routine ECHOLALIA IS MORE LIKELY TO OCCUR when a student doesn t understand the preceding utterance. in high demand, high cognitive, adult directed situations. 4

6 RECEPTIVE INPUT Receptive vocabulary Following directions Answering questions Form Function Context EXPRESSIVE OUTPUT Inconsistent language understanding Expressive skills > Receptive skills OR Receptive skills > Expressive skills CONNECTING IMPLICATIONS WITH INTERVENTIONS Implications Uses echolalia for communicative purposes Interventions Determine function of communication Use time delay prompting procedures and reinforcement Use visuals to prompt verbal speech Model appropriate language to express student s idea HOW TO RESPOND 5

7 HOW TO RESPOND Comesitdownatthetable Demonstrate how to use prompting and reinforcement to help students learn to use appropriate messages Immediate Time Delay Prompting Procedures Delayed Visual Supports 6

8 IMITATION NAMING 7

9 Demonstrate how to use prompting and reinforcement to help students learn to use appropriate messages Immediate Time Delay Prompting Procedures Delayed Visual Supports VISUALS SUPPORT EXPRESSIVE COMMUNICATION Pictures on velcro Photographs in a book Line drawings in a book Line drawings on magnets Teaching Strategies, p. 9 Objects on velcro 8

10 REQUESTING ACTIONS AND HELP REQUESTING A TURN PROTESTING 9

11 Ways to say no I don t want to I don t like it Can I do something different? No thanks Maybe next time I can t do it because Please don t make me do it REPAIRING COMMUNICATION BREAKDOWNS SECURING ATTENTION 10

12 RESPONDING TO QUESTIONS Question: Where are your glasses? Choices I left them at home. They are in my locker. They are in my backpack. Question: What do you cut with? pencils dog scissors MAKING CHOICES Choice Board INITIATING, MAINTAINING, AND TERMINATING CONVERSATIONS Conversation Folder VANDERBILT TRIAD 11

13 CONVERSATION MAP VANDERBILT TRIAD SOCIAL SCRIPTING Vanderbilt Sports Teachers or parents structure student responses through the use of scripts Provide ready-to-use language for specific social events May be structured as conversation starters, scripted responses, etc. Mary Peter Mary Peter Peter Mary Peter Mary Did you go to the Music City Bowl? yes/no Do you have VU basketball tickets? yes/no VANDERBILT TRIAD TASK ANALYSIS VANDERBILT TRIAD 12

14 MODELING Put student s idea into words Model 1-2 word phrases Do you want a cookie? Cookie, please NARRATING Pink Nose Yellow Hat Two Arms Big Lips CONNECTING IMPLICATIONS WITH INTERVENTIONS Implications Interventions Difficulty comprehending language Simplify language Use visuals to clarify 13

15 VISUALS SUPPORT LANGUAGE UNDERSTANDING Reduce language demands Allow adequate time for processing Provide VISUAL SUPPORTS to promote understanding of verbal instructions Multi-step directions Abstract concepts 14

16 VISUALS EXPLAIN COMPLEX CONCEPTS? YES NO Put down faces without a hat Put down faces with a hat Put down faces Without glasses Put down faces with glasses Put down faces with hair Put down faces without hair EVERYDAY ROUTINES Visuals to indicate the order Visuals to indicate who will participate and/or have a turn Kristin Dorris, M.S., CCC-SLP Speech Language Pathologist Kristin.Dorris@Vanderbilt.edu Jill Omer, M.A., CCC-SLP Speech Language Pathologist Jill.G.Omer@Vanderbilt.edu