For many years, echolalia was generally viewed as an obstacle to communication rather than a meaningful step in language development. Historically, several disciplines including speech therapy crafted approaches to reduce or eliminate echolalia, assuming it was a pathological barrier to independent speech. However, language scientists and clinicians show that echolalia can play a crucial role in language development. The particularly gestalt language processor profile characterizes echolalia as a key mechanism for gaining meaning and expressive communication.
In this episode of Gestalt Get-Together, host Corinne Zmoos describes 12 functions of echolalia (though there are more than 12!) and explains why scripts are a valuable phenomena that SLPs can react to and build upon.
For SLPs, educators, and caregivers looking to better understand how echolalia contributes to language growth, the on-demand webinar provides deeper insights and offers 0.1 ASHA CEU.
Echolalia is the repetition of words, phrases, or sounds. It can be either immediate (repeating something just heard) or delayed (repeating words or phrases from the past, sometimes from hours, days, or even years ago). Echolalia is seen in typical language development as well as populations like ASD, ADHD, Tourette’s, and dementia.
Ideas around gestalt language processing claim that these children do not initially break language input down into individual words. Instead, they learn in chunks and later begin to analyze and recombine these chunks into more flexible speech.
Corinne explains, "Many of us were trained to view echolalia as something to eliminate, but in reality, it is the foundation of gestalt language development. Our job as SLPs is to decode and support it, not suppress it."
Instead of forcing children to move away from echolalia too soon, therapy should focus on understanding its function and helping children use it effectively.
Echolalia serves many different communicative functions. Understanding these functions allows clinicians to work with gestalt language processors more effectively and use their existing communication abilities to build flexible, generative language skills.
A child may repeat part of a phrase to hold their place in conversation, signaling that they are listening or preparing to respond.
A child may use echolalia to ask for something. For example, if they repeat a phrase they have heard before, such as, "Do you want a cookie?" they may actually be requesting a cookie for themselves.
Some individuals use echolalia to calm themselves or return to baseline. Repeating familiar phrases can provide a sense of predictability and comfort in stressful situations.
Children may use echolalia to identify objects, people, or places by accessing scripts they associate with the subject.
Instead of generating a new response, a child may repeat part of a question as an answer.
Some individuals use echolalia to communicate feelings and internal states. For example, a phrase from a movie or past conversation may represent happiness, frustration, or excitement if the original speaker’s timbre and context matches the child’s current state.
A child might echo a phrase to add to a conversation. For example, after someone says, "It’s raining outside," they may respond by repeating, "It’s raining outside!" or accessing “Old man is snoring!” to continue the interaction.
Echolalia can be a way of internally rehearsing or processing new language. A child may repeat or access a gestalt after hearing it, while playing, or before bed to better understand its meaning.
Repeating or accessing a gestalt can serve as a placeholder while a child makes decisions about where to take the interaction next.
Instead of saying "yes" directly, a child may repeat or access a phrase that conveys agreement or confirmation.
Some gestalt language processors use echolalia for jokes or playful communication, often repeating or accessing phrases they find amusing.
Repeating familiar phrases can be a way to connect with others and engage in social interactions, even if the words themselves are not parsed down individually.
By identifying the function behind echolalia, SLPs can help children transition from scripts to flexible, meaningful communication.
For clinicians wanting practical guidance on how to support gestalt language processors, the on-demand webinar provides step-by-step strategies and offers 0.1 ASHA CEU.
Many traditional speech therapy approaches aim to reduce echolalia without understanding why it is happening. This can be frustrating for both the child and the therapist. Instead of discouraging repetition, therapy should embrace it and use it as a foundation for language growth.
Corinne explains, "If we view echolalia as meaningless, we miss an opportunity to support communication. Instead, we should be asking, 'What is the child trying to tell us?'"
The key to working with gestalt language processors is meeting them where they are. By understanding what stage of natural language acquisition they are in, clinicians can guide them toward more flexible, independent speech.
Effective therapy for gestalt language processors includes:
By focusing on what the child is already saying rather than what they are not yet saying, SLPs can make therapy more engaging, natural, and effective.
Echolalia is not just repetition—it is communication. Understanding its 12 functions allows clinicians to support gestalt language processors effectively and guide them toward flexible, independent speech.
For SLPs looking to implement practical, evidence-based strategies, the on-demand webinar offers:
Enroll today to gain valuable insights and earn 0.1 ASHA CEU while deepening your understanding of gestalt language processing.
