Decreasing Echolalia of the Instruction “Say” During Echoic Training Through Use of the Cues-Pause-Point Procedure

Valentino, Amber L.; Shillingsburg, M. Alice; Conine, Daniel E.; Powell, Nicole

doi:10.1007/s10864-012-9155-z

Cited by 24 publications

(30 citation statements)

References 13 publications

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“…Because echolalic speech is so common in autism and can appear to be meaningless, it (like motor stereotypies) has been a target for behavioral interventions designed to reduce or eliminate it (for a review, see Neely et al 2016). Indeed, some have argued that echolalia is not just meaningless but actually problematic: Some have argued, for example, that repetitions of (apparently) irrelevant words and phrases interfere with language development (Valentino et al 2012) and contribute to communicative breakdowns (Neely et al 2016). In this section, we argue that echolalia should not be dismissed as meaningless merely because a listener is unable to immediately decipher its meaning.…”

Section: Alternative Explanations For Behaviors Commonly Interpreted mentioning

confidence: 99%

Being versus appearing socially uninterested: Challenging assumptions about social motivation in autism

2018

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Progress in psychological science can be limited by a number of factors, not least of which are the starting assumptions of scientists themselves. We believe that some influential accounts of autism rest on a questionable assumption that many of its behavioral characteristics indicate a lack of social interest-an assumption that is flatly contradicted by the testimony of many autistic people themselves. In this paper, we challenge this assumption by describing alternative explanations for four such behaviors: (a) low levels of eye contact, (b) infrequent pointing, (c) motor stereotypies, and (d) echolalia. The assumption that autistic people's unusual behaviors indicate diminished social motivation has had profound and often negative effects on the ways they are studied and treated. We argue that understanding and supporting autistic individuals will require interrogating this assumption, taking autistic testimony seriously, considering alternative explanations for unusual behaviors, and investigating unconventional-even idiosyncratic-ways that autistic individuals may express their social interest. These steps are crucial, we believe, for creating a more accurate, humane, and useful science of autism.

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Section: Alternative Explanations For Behaviors Commonly Interpreted mentioning

confidence: 99%

Being versus appearing socially uninterested: Challenging assumptions about social motivation in autism

2018

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“…Echoic Controlling Prompt (Gabe and Milo). When teaching was initiated for saying "thank you," Milo and Gabe made nontarget errors in the form of echoing what the experimenter said when setting up the skill opportunity (i.e., the child echoed "Here you go" or "I like your-" and continued playing; see also Valentino et al, 2012). In response, the experimenter established "say" as a controlling prompt for echoic responses (see Supporting Information).…”

Section: Teaching With the Experimenter Trial-based Teaching (Tbt)mentioning

confidence: 99%

Evaluating the generality and social acceptability of early friendship skills

McKeown

Luczynski

Lehardy

2021

J of App Behav Analysis

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The development of prosocial skills is considered pivotal to childhood development. The friendship unit of the Preschool Life Skills program teaches early prosocial skills likely to facilitate socially desirable behaviors in young children; however, the friendship unit is the most understudied unit and has produced modest, inconsistent outcomes across children. The current study aimed to evaluate procedures necessary to (a) teach friendship skills to 4 children, with and without developmental disabilities, in an applied context and (b) promote the use of these skills with a same-aged peer. Teaching 5 friendship skills in a 1-to-1 format with the addition of tangible reinforcement, if necessary, was efficacious at increasing the children's friendship skills with an adult. Additional tactics were necessary to promote prosociality with a peer. We discuss refinements to the teaching procedures and additional considerations to improve the social acceptability and durability of prosocial skills.

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Section: Frequent Echolaliamentioning

confidence: 99%

Being misunderstood in autism: The role of motor disruption in expressive communication, implications for satisfying social relations

et al. 2019

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Jaswal & Akhtar's outstanding target article identifies the necessary social nature of the human mind, even in autism. We agree with the authors and present significant contributory origins of this autistic isolation in disruption of purposeful movement made social from infancy. Timing differences in expression can be misunderstood in embodied engagement, and social intention misread. Sensitive relations can repair this.

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Decreasing Echolalia of the Instruction “Say” During Echoic Training Through Use of the Cues-Pause-Point Procedure

Cited by 24 publications

References 13 publications

Being versus appearing socially uninterested: Challenging assumptions about social motivation in autism

Being versus appearing socially uninterested: Challenging assumptions about social motivation in autism

Evaluating the generality and social acceptability of early friendship skills

Being misunderstood in autism: The role of motor disruption in expressive communication, implications for satisfying social relations

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