Abstract
Echolalia is common in children with autism and may interfere with the development of functional language. Given the variety
of vocal stimuli included in teaching language to children with autism, it is possible that discrimination between instructions
and targeted responses may not always occur. Thus, children may engage in very high rates of echolalia during language training
because it is unclear which vocalizations produced by an instructor should be echoed. The cues-pause-point (CPP) procedure
has been effective in decreasing echolalia and increasing specific correct responses to unknown questions in adults with intellectual
disability. The current investigation applied the CPP procedure to the echoic repertoire with 1 child with autism who consistently
echoed the instruction “say” during language training. Results indicated that echolalia of the instruction “say” decreased,
and correct responding of the targeted vocalization increased for all targeted words. Implications for the use of the procedure
in educational settings are discussed, and areas for future research are provided.
of vocal stimuli included in teaching language to children with autism, it is possible that discrimination between instructions
and targeted responses may not always occur. Thus, children may engage in very high rates of echolalia during language training
because it is unclear which vocalizations produced by an instructor should be echoed. The cues-pause-point (CPP) procedure
has been effective in decreasing echolalia and increasing specific correct responses to unknown questions in adults with intellectual
disability. The current investigation applied the CPP procedure to the echoic repertoire with 1 child with autism who consistently
echoed the instruction “say” during language training. Results indicated that echolalia of the instruction “say” decreased,
and correct responding of the targeted vocalization increased for all targeted words. Implications for the use of the procedure
in educational settings are discussed, and areas for future research are provided.
- Content Type Journal Article
- Category Original Paper
- Pages 1-14
- DOI 10.1007/s10864-012-9155-z
- Authors
- Amber L. Valentino, The Marcus Autism Center, 1920 Briarcliff Road NE, Atlanta, GA 30329, USA
- M. Alice Shillingsburg, The Marcus Autism Center, 1920 Briarcliff Road NE, Atlanta, GA 30329, USA
- Daniel E. Conine, The Marcus Autism Center, 1920 Briarcliff Road NE, Atlanta, GA 30329, USA
- Nicole M. Powell, The Marcus Autism Center, 1920 Briarcliff Road NE, Atlanta, GA 30329, USA
- Journal Journal of Behavioral Education
- Online ISSN 1573-3513
- Print ISSN 1053-0819