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Communicative functions of echolalia...

Sullivan, Michelle Thibault.

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Communicative functions of echolalia in children with autism: Assessment and treatment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Communicative functions of echolalia in children with autism: Assessment and treatment./
Author:	Sullivan, Michelle Thibault.
Description:	233 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-10, Section: B, page: 4948.
Contained By:	Dissertation Abstracts International63-10B.
Subject:	Psychology, Behavioral. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3069220
ISBN:	9780493888583

Communicative functions of echolalia in children with autism: Assessment and treatment.
Sullivan, Michelle Thibault.

Communicative functions of echolalia in children with autism: Assessment and treatment. - 233 p.

Source: Dissertation Abstracts International, Volume: 63-10, Section: B, page: 4948.

Thesis (Ph.D.)--University of California, San Diego, 2002.

Approximately 75% of verbal individuals with autism exhibit echolalia, or the inappropriate repetition of other's speech. Immediate echolalia is problematic in that it can inhibit learning, hinder the development of social relationships, and stigmatize the individual engaging in the behavior. Previous observational studies of the communicative functions of immediate echolalia have suggested that it primarily serves to maintain social interactions despite limited conversational skills (Prizant & Duchan, 1981). Previous treatments studies have typically focused on reduction or elimination of echolalia, despite the communicative functions that it may serve.

ISBN: 9780493888583Subjects--Topical Terms:

1017677
Psychology, Behavioral.

Communicative functions of echolalia in children with autism: Assessment and treatment.
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100 1 $a Sullivan, Michelle Thibault. $3 1678978
245 1 0 $a Communicative functions of echolalia in children with autism: Assessment and treatment.
300 $a 233 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-10, Section: B, page: 4948.
500 $a Chair: Laura Schreibman.
502 $a Thesis (Ph.D.)--University of California, San Diego, 2002.
520 $a Approximately 75% of verbal individuals with autism exhibit echolalia, or the inappropriate repetition of other's speech. Immediate echolalia is problematic in that it can inhibit learning, hinder the development of social relationships, and stigmatize the individual engaging in the behavior. Previous observational studies of the communicative functions of immediate echolalia have suggested that it primarily serves to maintain social interactions despite limited conversational skills (Prizant & Duchan, 1981). Previous treatments studies have typically focused on reduction or elimination of echolalia, despite the communicative functions that it may serve.
520 $a However, assessment and treatment procedures initially developed for other challenging behaviors may lend themselves to echolalia. Iwata and colleagues (1982/1994) created a functional analysis procedure to empirically identify the communicative functions of self-injurious behaviors in individuals with mental retardation. Carr and Durand (1985) developed Functional Communication Training (FCT) to replace self-injurious behavior with appropriate communication that served the same function.
520 $a In this study, five children with autism were administered a functional analysis to empirically identify each child's communicative function of echolalia and to explore individual differences in these functions. These children were then taught to spontaneously request the identified reinforcer with a developmentally appropriate phrase using FCT. Immediate echolalia primarily served as a means of expressing a lack of comprehension when presented with difficult tasks, although individual differences indicated the need for a functional analysis of each child's communication. FCT treatment resulted in appropriate communication successfully replacing echolalia for each participant. Some language improvement generalized to a parent-child interaction and to the classroom environment for all participants. Additionally, improvements in communication were maintained at a two-month follow-up for three of the five participants, with a dramatic savings effect for the remaining two children. Collateral improvements in nonverbal communication areas such as social engagement and positive affect were observed for all five participants. The specific communicative function served by immediate echolalia was an important mediator variable in treatment outcome. Implications for the importance of evaluating communicative functions of challenging behaviors in children with autism are discussed.
590 $a School code: 0033.
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Psychology, Experimental. $3 517106
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710 2 $a University of California, San Diego. $3 1018093
773 0 $t Dissertation Abstracts International $g 63-10B.
790 1 0 $a Schreibman, Laura, $e advisor
790 $a 0033
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3069220