Suggestions To Reduce Echolalia
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ScribdTranslationsSuggestions To Reduce Echolalia
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ScribdTranslationsIN THE PREVIOUS POST ABOUTWORKING ON ECOLOGY FROM
HOUSEWE GAVE YOU A SERIES OF TIPS AND
GUIDELINES TO FACILITATE UNDERSTANDING
CHILDREN WITH ASD. TODAY WE TELL YOU HOW TO MAKE IT EASIER FOR THEM
VERBAL EXPRESSION
Remember again that echolalia in children with autism occurs when not
they understand what is being said to them, or when they do not have sufficient language skills
as to generate adjusted responses. It is also considered a signal that it is starting to
tune in to the language and understand what communication is. They try to communicate but
they do not have the necessary resources for that. Therefore, we must strengthen the competence.
communicative-linguistic skills of these children, and the best way is through a professional
of communication and language. In this way, we can reduce the presence of
echolalia.
Today we will address the second part of the different strategies you can follow from
house, to fully engage you in this process. (Strategies to facilitate understanding
children with ASD and echolaliapart I)
Facilitate functional and appropriate verbal expression
To facilitate the functional expression of the child with autism and reduce behaviors
ecological
we can offer you alternative verbal models more suitable for each situation. To do this, it is
essential, to adjust to their level of linguistic competence, so that the child can
decode the message analytically, in its corresponding units, and incorporate that
model, in order to generate a spontaneous and flexible language; avoiding at all costs to offer
too complex models.
These models should be presented in isolation, that is, without prior or subsequent verbalizations to the message.
To provide you with an alternative model to the echo, we have several options:
We can teach the child to repeat exclusively when given the instruction: 'Say X'
formulating the question and the discriminative stimulus ('Di') in a low tone, while the
the model is given in a louder voice. As the child integrates this dynamic, it is
It is necessary to gradually phase out the aids and allow the keys of the environment to take over.
who trigger communication.
Another technique consists of bringing the finger to the mouth as a sign of "quiet", when asking the question;
or cover the child's mouth and uncover it when it's time to reproduce the model. Later, as in
In the previous case, this help is blurred, transforming it into a visual gesture, until the child
develop spontaneity.
Or we can also accompany from the beginning, the verbal model with a visual model.
(pictogram, photo, object), to gradually fade the verbal assistance after training
provoking the emission only with visual support and gradually retracting it, until it
generate spontaneous responses.
Once the child with ASD has produced the presented model, we must
respond to their communicative intention by guaranteeing what has been communicated.
For example: when a child says 'let's go for a walk', like in the song, producing an echo.
delayed, but serves a communicative function (to ask you for the toy car)
we can give an alternative model that can range from 'car', 'give me car', 'give me car
"red," etc., depending on the child's competence; and when the child produces it, respond to the
purpose of its issuance by handing over the car.
If the circumstances do not allow a request to be fulfilled, it is given
A firm response and always with the same structure: "There is no..."
It is advisable to avoid providing incomplete verbal models so that the child ends up
issue by you. The model we offer must be complete and, if applicable,
partialize the aid later, in the context of a progressive withdrawal of the
help/model.
We can also train him to learn to respond YES or NO to questions.
closed. But for the initial phases of training, it is advisable to ensure that what it
does he like or what is he going to want and what not. For example, during the game the child approaches and takes you the
I reach for the box with the intention of having you open it. We can ask, 'Should I open the box?' And
We offer you the verbal model 'yes' since we are sure that is what you want.
Similarly, we can train him to respond 'I don't know' when he doesn't know the answer.
answer. For example, with vocabulary cards, some well-known and others that
let's know very well that he/she does not understand and ask him/her, 'what is this?', letting him/her answer when
I let him know and offered him the model to verbalize when he does not know.
We can also help you create ready-to-use instant responses for
standard questions like What is your name?, we can repeat the exercise until the child of
an appropriate response without the need for help.