Background and Aims

Echolalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.

Main Contribution

Prior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.

Conclusions and Implications

Research into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students.

中文翻译：

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有目的地重复：通过自闭症患者的模仿功能交流模型赋予教育工作者权力

背景和目标

重复说话，即重复说话，在患有自闭症的学龄儿童中非常普遍。先前的研究发现，在没有自我生成的语音的情况下，患有模仿语言的人会使用他们的重复来进行具有交际功能的语音。教育工作者是跨环境和不同语境中各种回声话语的天然听众。本文的目标有三个：(1) 系统地研究研究人员如何识别和归因于回声话语的交际功能；(2) 收集和评估可能有助于教师识别和更好地理解回声话语是否具有交际目的的证据；(3) 为教师提供有据可依的回应策略，他们可以使用这些策略来帮助他们的学生迈向更多的自发演讲。

主要贡献

之前在模仿语言领域的研究通常分为对立的观点。模仿语言领域的工作很少，这意味着试图查看跨学科和领域如何赋予模仿语言的交际功能的工作有限。因此，指导课堂教育工作者实践的文献有限。这篇综述结合了来自不同学科的交际模型，旨在通过提供关于如何帮助学生模仿模仿的指导来支持课堂教育工作者。这篇综述代表了对该领域研究文献的首次贡献。

结论和启示

对模仿语言的研究最初并非来自教育领域。然而，来自课堂教育者的轶事被引用为创建一些交流功能模型的主要动力。我们发现，尽管研究人员使用了许多技术来将交际功能归因于模仿语言，但其中一些技术可以很容易地被教育工作者在实践中使用。通过采用这些技术，教育工作者可以帮助识别交际模仿；随后，他们可以更好地承认和回应他们的学生。