ADDRESSING ECHOLALIA

HELLO, it’s a great pleasure for me to meet u guys again….I am inspired and really fell in love with this song, what a beautiful lyrics awesome is n't it. It will boost my spirits whenever I listen to this song so I thought I will start the topic with these outstanding lyrics.

When I was just a little girl

I asked my mother, what will I be

Will I be pretty will I be rich

Here is what she said to me

Que sera sera sera

Whatever will be will be

The future is not ours to see

when i was  just a little child in a school

I asked my teacher what should I be

should i paint a picture, should i sing a song

this is what her wise reply

Que sera sera sera

Whatever will be will be

The future is not ours to see....

Intervention strategies:  in the previous session we learnt that our children use echolalia for non-communicative and communicative purposes.  Well JJJ why to wait!!!

Echolalia-non communicative purposes:

• Modifying situations- some situations are stressful or anxietyproducing for the child thus results in the occurrence of echolalia. So what we can do to serve the purpose; creating a structured environment to the child, setting clear expectations, using visual support strategies. Ex; in the classroom child is aware of what’s going to happen in a day will help to overcome confusion, anxietyas well as problem behavior.  
•  Avoiding excessive talking and using simple, concrete sentences can assist the child in more readily  understanding verbal message said thus help in decreasing  echolalia.
•   Always simply verbal messages given to the child.

Echolalia-communicative purposes:

·   Providing appropriate model for the child. Ex; a child uses this echolalic utterance to request to ask for a cookie: “do you want to eat cookie john?. Here the parent provides a more appropriate verbal model for the child to echo, such as “I want a cookie or give me a cookie”, in order to demonstrate a more appropriate phrase.

·  Using visual support strategies by pairing visual symbol with written words. Ex; a picture symbol of a toilet with the written words, “I have to go to bath room” is positioned in close proximity to the child.

·  Initially physically guide the child to pick up the written card with the picture cue in it, and read the words/picture to assist in making an appropriate verbal request.

· Use simplified verbal responses and the responses should match the child’s true language level.

· Emphasize a relationship between child’s echolalia and environmental references (such as people and objects). Ex; when the child says “look there is Siva aunty” the parent responds by saying, “let’s go to Shiva aunty” and directs the child to wear his sandals.

·  Most of the times support verbal response with a visual strategy. Ex; a child with autism goes to different locations after school. He perseverates, stating “go to swimming?” to ask about days location. The parent develops a daily visual schedule representing the locations the child is scheduled to go after school. When the child perseverates, “go to swimming?”, he is referred to his visual schedule, which he readily comprehends. 

· Use of picture exchange communication system. Ex; if the child asks for puzzle not satisfied the puzzle you are handed to him, picture exchange communication system implemented to teach the child to request for specific puzzle like I want number puzzle or I want animal puzzle, rather than relying upon the generic echolalic utterance of, “I want puzzle”.

· For helping the child to avoid echoing question, ask him a question and help him by giving answer to that question. Ex; where did we go now?  Followed by I went to…………

Fine...... hope to find it useful... i am sure you are looking forward to put them in practice.... i wish u luck and take care