Prompt Response, Cues-Pause-Point Therapies and Gender on Management of Echolalia among Children with Autism Spectrum Disorder
DOI:
https://doi.org/10.6000/2292-2598.2024.12.03.4Keywords:
Prompt response, cues-pause-point, gender, management of echolalia, children with autism spectrum disorderAbstract
The repetitive and delayed nature of echolalia can hinder the development of adaptive behaviors and impact the ability to establish rapport with others. This study investigated the effects of prompt response and cues-pause-point therapies on the management of echolalia among children with autism spectrum disorder. A pre-test, post-test, and control group of a 3x2 factorial matrix of quasi-experimental research design was used to assess the effect of the therapies on children with autism spectrum disorder in Ibadan, Nigeria. 90children with autism spectrum disorder were purposively selected using Diagnostic Statistical Manual- V (DSM-V) for ASD (0.70), Gilliam Autism Rating Scale/Third Edition (GARS-3) (in terms of sensitivity= 0.97, ROU/AUC= 0.93). In contrast, the Autism Treatment Evaluation Checklist (ATEC) (0.90) was used for the pretest and posttest to ascertain the presence of echolalia. Participants were assigned to one of three groups: prompt response, cues-pause-point therapies, or control (N = 90, male = 44, female = 46, age range = 3 –5 years old). Twenty-four prompt response and cues-pause-point therapy were held for each experimental group. The findings showed that the main effect of treatment (prompt response and cues-pause-point therapies) (F (2; 72) = 45.519, p<.05, ƞ2 = .558) on the management of echolalia among children with autism was significant, premised on this, the null hypothesis was rejected. The post hoc estimated marginal mean indicates that prompt response treatment was higher than cues-pause-point therapy; however, this difference was statistically significant. The study findings indicated that the impact of gender on managing echolalia in individuals with ASD was not statistically significant. Based on the findings, it is recommended that speech therapists, caregivers, and parents of children with autism spectrum disorder should seek alternative therapy that will take into cognizance other underlying factors associated with the presence of echolalia.
References
Rylaarsdam L, Guemez-Gamboa A. Genetic Causes and Modifiers of Autism Spectrum Disorder. Front Cell Neurosci 2019; 20: 13. https://doi.org/10.3389/fncel.2019.00385 DOI: https://doi.org/10.3389/fncel.2019.00385
Elsabbagh M, Divan G, Koh Y, Kim YS, Kauchali S, Marcín C, et al. Global Prevalence of Autism and Other Pervasive Developmental Disorders. Autism Research 2012; 5(3): 160-79. https://doi.org/10.1002/aur.239 DOI: https://doi.org/10.1002/aur.239
Steroni L, Shankey J. Rethinking echolalia: repetition as an interactional resource in the communication of a child with autism. J Child Lang 2014; 41(2): 275-304. https://doi.org/10.1017/S0305000912000682
Xie F, Pascual E, Oakley T. Functional echolalia in autism speech: Verbal formulae and repeated prior utterances as communicative and cognitive strategies. Front Psychol 2023; 14. https://doi.org/10.3389/fpsyg.2023.1010615 DOI: https://doi.org/10.3389/fpsyg.2023.1010615
van Santen JPH, Sproat RW, Hill AP. Quantifying Repetitive Speech in Autism Spectrum Disorders and Language Impairment. Autism Research 2013; 6(5): 372-83. https://doi.org/10.1002/aur.1301 DOI: https://doi.org/10.1002/aur.1301
Stiegler LN. Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand? Am J Speech Lang Pathol 2015; 24(4): 750-62. https://doi.org/10.1044/2015_AJSLP-14-0166 DOI: https://doi.org/10.1044/2015_AJSLP-14-0166
Handen BL, Apolito PM, Seltzer GB. Use of differential reinforcement of low rates of behavior to decrease repetitive speech in an autistic adolescent. J Behav Ther Exp Psychiatry 1984; 15(4): 359-64. https://doi.org/10.1016/0005-7916(84)90102-2 DOI: https://doi.org/10.1016/0005-7916(84)90102-2
Valentino AL, Shillingsburg MA, Conine DE, Powell NM. Decreasing Echolalia of the Instruction "Say" During Echoic Training Through the Use of the Cues-Pause-Point Procedure. J Behav Educ 2012; 21(4): 315-28. https://doi.org/10.1007/s10864-012-9155-z DOI: https://doi.org/10.1007/s10864-012-9155-z
Scherer NJ, Olswang LB. Using Structured Discourse as a Language Intervention Technique with Autistic Children. Journal of Speech and Hearing Disorders 1989; 54(3): 383-94. https://doi.org/10.1044/jshd.5403.383 DOI: https://doi.org/10.1044/jshd.5403.383
Ganz JB, Kaylor M, Bourgeois B, Hadden K. The Impact of Social Scripts and Visual Cues on Verbal Communication in Three Children With Autism Spectrum Disorders. Focus Autism Other Dev Disabl 2008; 23(2): 79-94. https://doi.org/10.1177/1088357607311447 DOI: https://doi.org/10.1177/1088357607311447
Healy O, Lydon S, Brady T, Rispoli M, Holloway J, Neely L, et al. The Use of Differential Reinforcement of Other Behaviours to Establish Inhibitory Stimulus Control for the Management of Vocal Stereotypy in Children with Autism. Dev Neurorehabil 2019; 22(3): 192-202. https://doi.org/10.1080/17518423.2018.1523246 DOI: https://doi.org/10.1080/17518423.2018.1523246
Ahearn WH, Clark KM, MacDonald RPF, Chung BI. Assessing and treating vocal stereotypy in children with autism. J Appl Behav Anal 2007; 40(2): 263-75. https://doi.org/10.1901/jaba.2007.30-06 DOI: https://doi.org/10.1901/jaba.2007.30-06
Helt M, Kelley E, Kinsbourne M, Pandey J, Boorstein H, Herbert M, et al. Can Children with Autism Recover? If So, How? Neuropsychol Rev 2008; 18(4): 339-66. https://doi.org/10.1007/s11065-008-9075-9 DOI: https://doi.org/10.1007/s11065-008-9075-9
Cohn EG, McVilly KR, Harrison MJ, Stiegler LN. Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism. Autism Dev Lang Impair 2022; 7: 239694152210919. https://doi.org/10.1177/23969415221091928 DOI: https://doi.org/10.1177/23969415221091928
Boksa E, Kominek A. Echolalia as communication behavior. LogopediaSilesiana 2022; 11(1): 1-15. https://doi.org/10.31261/LOGOPEDIASILESIANA.2022.11.01.07 DOI: https://doi.org/10.31261/LOGOPEDIASILESIANA.2022.11.01.07
Yang K. Where There Is an Echo, There Is an Intention: Understanding the Echolalia Phenomenon of Children With Epilepsy and Autism. Commun Disord Q 2023; 45(1): 42-52. https://doi.org/10.1177/15257401221132763 DOI: https://doi.org/10.1177/15257401221132763
Mikesell L. Repetitional responses in frontotemporal dementia discourse: Asserting agency or demonstrating confusion? Discourse Stud 2010; 12(4): 465-500. https://doi.org/10.1177/1461445610370127 DOI: https://doi.org/10.1177/1461445610370127
Stanowska A, Wach B, Wnuk M. Autoimmune encephalitis with anti-NMDAR antibodies in multiple myeloma - case report and literature review. Postępy Psychiatrii i Neurologii 2019; 28(2): 162-7. https://doi.org/10.5114/ppn.2019.86259 DOI: https://doi.org/10.5114/ppn.2019.86259
Newschaffer CJ, Croen LA, Daniels J, Giarelli E, Grether JK, Levy SE, et al. The Epidemiology of Autism Spectrum Disorders. Annu Rev Public Health 2007; 28(1): 235-58. https://doi.org/10.1146/annurev.publhealth.28.021406.144007 DOI: https://doi.org/10.1146/annurev.publhealth.28.021406.144007
Melo C, Ribeiro TP, Prior C, Gesta C, Martins V, Oliveira G, et al. Motor stereotypies in autism spectrum disorder: Clinical randomized study and classification proposal. Autism 2023; 27(2): 456-71. https://doi.org/10.1177/13623613221105479 DOI: https://doi.org/10.1177/13623613221105479
Mazzone L, Postorino V, Valeri G, Vicari S. Catatonia in Patients with Autism: Prevalence and Management. CNS Drugs 2014; 28(3): 205-15. https://doi.org/10.1007/s40263-014-0143-9 DOI: https://doi.org/10.1007/s40263-014-0143-9
Blackburn C, Tueres M, Sandanayake N, Roberts J, Sutherland R. A systematic review of interventions for echolalia in autistic children. Int J Lang CommunDisord 2023; 58(6): 1977-93. https://doi.org/10.1111/1460-6984.12931 DOI: https://doi.org/10.1111/1460-6984.12931
Chung JE, Lee SB. The Effect of Discrete Trial Teaching Using Visual Support Techniques, Specifically Arrow Cues, on Echolalia in Children with Autism Spectrum Disorders. Journal of Behavior Analysis and Support 2023; 10(2): 29-47. https://doi.org/10.22874/kaba.2023.10.2.29 DOI: https://doi.org/10.22874/kaba.2023.10.2.29
Turner M. Annotation: Repetitive Behaviour in Autism: A Review of Psychological Research. Journal of Child Psychology and Psychiatry 1999; 40(6): 839-49. https://doi.org/10.1111/1469-7610.00502 DOI: https://doi.org/10.1111/1469-7610.00502
Jaswal VK, Akhtar N. Being versus appearing socially uninterested: Challenging assumptions about social motivation in autism. Behavioral and Brain Sciences 2019; 42: e82. https://doi.org/10.1017/S0140525X18001826 DOI: https://doi.org/10.1017/S0140525X18001826
Wong C, Odom SL, Hume KA, Cox AW, Fettig A, Kucharczyk S, et al. Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. J Autism Dev Disord 2015; 45(7): 1951-66. https://doi.org/10.1007/s10803-014-2351-z DOI: https://doi.org/10.1007/s10803-014-2351-z
Neely L, Gerow S, Rispoli M, Lang R, Pullen N. Treatment of Echolalia in Individuals with Autism Spectrum Disorder: a Systematic Review. Rev J Autism Dev Disord 2016; 3(1): 82-91. https://doi.org/10.1007/s40489-015-0067-4 DOI: https://doi.org/10.1007/s40489-015-0067-4
McFayden TC, Kennison SM, Bowers JM. Echolalia from a transdiagnostic perspective. Autism Dev Lang Impair 2022; 7: 239694152211404. https://doi.org/10.1177/23969415221140464 DOI: https://doi.org/10.1177/23969415221140464
Leung J, Wu K. Teaching receptive naming of chinese characters to children with autism by incorporating echolalia. J Appl Behav Anal 1997; 30(1): 59-68. https://doi.org/10.1901/jaba.1997.30-59 DOI: https://doi.org/10.1901/jaba.1997.30-59
Sterponi L, Shankey J. Rethinking echolalia: repetition as an interactional resource in the communication of a child with autism. J Child Lang 2014; 41(2): 275-304. https://doi.org/10.1017/S0305000912000682 DOI: https://doi.org/10.1017/S0305000912000682
Tang JW, Li JW, Baulderstone D, Jeyaseelan D. Presenting age and features of females diagnosed with autism spectrum disorder. J Paediatr Child Health 2021; 57(8): 1182-9. https://doi.org/10.1111/jpc.15417 DOI: https://doi.org/10.1111/jpc.15417
Sturrock A, Yau N, Freed J, Adams C. Speaking the Same Language? A Preliminary Investigation, Comparing the Language and Communication Skills of Females and Males with High-Functioning Autism. J Autism Dev Disord 2020; 50(5): 1639-56. https://doi.org/10.1007/s10803-019-03920-6 DOI: https://doi.org/10.1007/s10803-019-03920-6
Lai MC, Lombardo M V., Auyeung B, Chakrabarti B, Baron-Cohen S. Sex/Gender Differences and Autism: Setting the Scene for Future Research. J Am Acad Child Adolesc Psychiatry. 2015; 54(1): 11-24. https://doi.org/10.1016/j.jaac.2014.10.003 DOI: https://doi.org/10.1016/j.jaac.2014.10.003
Head AM, McGillivray JA, Stokes MA. Gender differences in emotionality and sociability in children with autism spectrum disorders. Mol Autism 2014; 5(1): 19. https://doi.org/10.1186/2040-2392-5-19 DOI: https://doi.org/10.1186/2040-2392-5-19
Broadbridge A, Simpson R. 25 Years On: Reflecting on the Past and Looking to the Future in Gender and Management Research. British Journal of Management 2011 19; 22(3): 470-83. https://doi.org/10.1111/j.1467-8551.2011.00758.x DOI: https://doi.org/10.1111/j.1467-8551.2011.00758.x
Ota S, Kanno S, Morita A, Narita W, Kawakami N, Kakinuma K, et al. Echolalia in patients with primary progressive aphasia. Eur J Neurol 2021; 28(4): 1113-22. https://doi.org/10.1111/ene.14673 DOI: https://doi.org/10.1111/ene.14673
Hull L, Mandy W, Petrides K. Behavioural and cognitive sex/gender differences in autism spectrum condition and typically developing males and females. Autism 2017; 21(6): 706-27. https://doi.org/10.1177/1362361316669087 DOI: https://doi.org/10.1177/1362361316669087
Berthier ML, Hoet F, Beltrán-Corbellini Á, Santana-Moreno D, Edelkraut L, Dávila G. Case Report: Barely Able to Speak, Can’t Stop Echoing: Echolalic Dynamic Aphasia in Progressive Supranuclear Palsy. Front Aging Neurosci 2021; 13. https://doi.org/10.3389/fnagi.2021.635896 DOI: https://doi.org/10.3389/fnagi.2021.635896
Gladfelter A, VanZuiden C. The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder. Am J Speech Lang Pathol 2020; 29(1): 327-34. https://doi.org/10.1044/2019_AJSLP-19-00003 DOI: https://doi.org/10.1044/2019_AJSLP-19-00003
Kagohara DM, van der Meer L, Achmadi D, Green VA, O’Reilly MF, Mulloy A, et al. Behavioral Intervention Promotes Successful Use of an iPod-Based Communication Device by an Adolescent With Autism. Clin Case Stud. 2010; 9(5): 328-38. https://doi.org/10.1177/1534650110379633 DOI: https://doi.org/10.1177/1534650110379633
Napolitano DA, Smith T, Zarcone JR, Goodkin K, McAdam DB. Increasing response diversity in children with Autism. J Appl Behav Anal 2010; 43(2): 265-71. https://doi.org/10.1901/jaba.2010.43-265 DOI: https://doi.org/10.1901/jaba.2010.43-265
Hudson ME, Browder DM. Improving Listening Comprehension Responses for Students With Moderate Intellectual Disability During Literacy Class. Research and Practice for Persons with Severe Disabilities 2014; 39(1): 11-29. https://doi.org/10.1177/1540796914534634 DOI: https://doi.org/10.1177/1540796914534634
Nahum-Shani I, Rabbi M, Yap J, Philyaw-Kotov ML, Klasnja P, Bonar EE, et al. Translating strategies for promoting engagement in mobile health: A proof-of-concept micro randomized trial. Health Psychology 2021; 40(12): 974-87. https://doi.org/10.1037/hea0001101 DOI: https://doi.org/10.1037/hea0001101
Badawy SM, Barrera L, Sinno MG, Kaviany S, O’Dwyer LC, Kuhns LM. Text Messaging and Mobile Phone Apps as Interventions to Improve Adherence in Adolescents With Chronic Health Conditions: A Systematic Review. JMIR MhealthUhealth 2017; 5(5): e66. https://doi.org/10.2196/mhealth.7798 DOI: https://doi.org/10.2196/mhealth.7798
Devine KA, Viola AS, Coups EJ, Wu YP. Digital Health Interventions for Adolescent and Young Adult Cancer Survivors. JCO Clin Cancer Inform 2018; (2): 1-15. https://doi.org/10.1200/CCI.17.00138 DOI: https://doi.org/10.1200/CCI.17.00138
Namasivayam AK, Huynh A, Granata F, Law V, van Lieshout P. PROMPT intervention for children with severe speech motor delay: a randomized control trial. Pediatr Res 2021; 89(3): 613-21. https://doi.org/10.1038/s41390-020-0924-4 DOI: https://doi.org/10.1038/s41390-020-0924-4
Ward R, Strauss G, Leitão S. Kinematic changes in jaw and lip control of children with cerebral palsy following participation in a motor-speech (PROMPT) intervention. Int J Speech Lang Pathol 2013; 15(2): 136-55. https://doi.org/10.3109/17549507.2012.713393 DOI: https://doi.org/10.3109/17549507.2012.713393
Yu VY, Kadis DS, Oh A, Goshulak D, Namasivayam A, Pukonen M, et al. Changes in voice onset time and motor speech skills in children following motor speech therapy: Evidence from /pa/ productions. Clin Linguist Phon 2014; 28(6): 396-412. https://doi.org/10.3109/02699206.2013.874040 DOI: https://doi.org/10.3109/02699206.2013.874040
Fiori S, Ragoni C, Podda I, Chilosi A, Amador C, Cipriani P, et al. PROMPT to improve speech motor abilities in children with cerebral palsy: a wait-list control group trial protocol. BMC Neurol 2022; 22(1): 246. https://doi.org/10.1186/s12883-022-02771-6 DOI: https://doi.org/10.1186/s12883-022-02771-6
Matzinger T, Ritt N, Fitch WT. The Influence of Different Pro-sodic Cues on Word Segmentation. Front Psychol 2021; 12. https://doi.org/10.3389/fpsyg.2021.622042 DOI: https://doi.org/10.3389/fpsyg.2021.622042
Tjaden K, Wilding G. Speech and pause characteristics associated with voluntary rate reduction in Parkinson’s disease and Multiple Sclerosis. J CommunDisord 2011; 44(6): 655-65. https://doi.org/10.1016/j.jcomdis.2011.06.003 DOI: https://doi.org/10.1016/j.jcomdis.2011.06.003
McMorrow MJ, Foxx RM, Faw GD, Bittle RG. Cues-pause-point Language Training: Teaching Echolalics Functional Use of their Verbal Labeling Repertoires. J Appl Behav Anal 1987; 20(1): 11-22. https://doi.org/10.1901/jaba.1987.20-11 DOI: https://doi.org/10.1901/jaba.1987.20-11
Shiller DM, Gracco VL, Rvachew S. Auditory-Motor Learning during Speech Production in 9-11-Year-Old Children. PLoS One 2010; 5(9): e12975. https://doi.org/10.1371/journal.pone.0012975 DOI: https://doi.org/10.1371/journal.pone.0012975
Foxx RM, McMorrow MJ, Faw GD, Kyle MS, Bittle RG. Cues‐pause‐point language training: Structuring trainer statements to provide students with correct answers to questions. Behavioral Interventions 1987; 2(2): 103-15. https://doi.org/10.1002/bin.2360020204 DOI: https://doi.org/10.1002/bin.2360020204
Foxx RM, Faw GD, McMorrow MJ, Kyle MS, Bittle RG. Replacing Maladaptive Speech with Verbal Labeling Responses: An analysis of generalized responding. J Appl Behav Anal 1988; 21(4): 411-7. https://doi.org/10.1901/jaba.1988.21-411 DOI: https://doi.org/10.1901/jaba.1988.21-411
Devaki V. Influence of Behaviourist and Cognitivist Theories in Adult Language Acquisition. Elsya : Journal of English Language Studies 2021; 3(1): 38-44. https://doi.org/10.31849/elsya.v3i1.5620 DOI: https://doi.org/10.31849/elsya.v3i1.5620
Krahnke KJ, Krashen SD. Principles and Practice in Second Language Acquisition. TESOL Quarterly 1983; 17(2): 300. https://doi.org/10.2307/3586656 DOI: https://doi.org/10.2307/3586656
DeKeyser RM. The robustness of critical period effects in second language acquisition. Stud Second Lang Acquis. 2000; 22(4): 499-533. https://doi.org/10.1017/S0272263100004022 DOI: https://doi.org/10.1017/S0272263100004022
VanPatten B, Cadierno T. Explicit Instruction and Input Processing. Stud Second Lang Acquis 1993; 15(2): 225-43. https://doi.org/10.1017/S0272263100011979 DOI: https://doi.org/10.1017/S0272263100011979
Abrahamsson N, Hyltenstam K. The robustness of aptitude effects in near-native second language acquisition. Stud Second Lang Acquis 2008; 30(4): 481-509. https://doi.org/10.1017/S027226310808073X DOI: https://doi.org/10.1017/S027226310808073X
Larsen-Freeman D. Chaos/Complexity Science and Second Language Acquisition. Appl Linguist 1997; 18(2): 141-65. https://doi.org/10.1093/applin/18.2.141 DOI: https://doi.org/10.1093/applin/18.2.141
Rimland B, Edelson SM. Autism Treatment Evaluation Checklist (ATEC). [Database record]. APA Psychological Tests 1999. https://doi.org/10.1037/t03995-000 DOI: https://doi.org/10.1037/t03995-000
Bush G, Fink M, Petrides G, Dowling F, Francis A. Catatonia. II. Treatment with lorazepam and electroconvulsive therapy. Acta Psychiatr Scand 1996; 93(2): 137-43. https://doi.org/10.1111/j.1600-0447.1996.tb09815.x DOI: https://doi.org/10.1111/j.1600-0447.1996.tb09815.x
Nunes ALS, Filgueiras A, Nicolato R, Alvarenga JM, Silveira LAS, Silva RA da, et al. Development and validation of the Bush-Francis Catatonia Rating Scale – Brazilian version. Arq Neuropsiquiatr 2017; 75(1): 44-9. https://doi.org/10.1590/0004-282x20160168 DOI: https://doi.org/10.1590/0004-282x20160168
Sienaert P, Rooseleer J, De Fruyt J. Measuring catatonia: A systematic review of rating scales. J Affect Disord 2011; 135(1-3): 1-9. https://doi.org/10.1016/j.jad.2011.02.012 DOI: https://doi.org/10.1016/j.jad.2011.02.012
Tofani M, Scarcella L, Galeoto G, Giovannone F, Sogos C. Behavioral gender differences across preschool children with Autism Spectrum Disorders: a cross-sectional study. J Autism Dev Disord 2023; 53(8): 3301-6. https://doi.org/10.1007/s10803-022-05498-y DOI: https://doi.org/10.1007/s10803-022-05498-y
Rynkiewicz A, Schuller B, Marchi E, Piana S, Camurri A, Lassalle A, et al. An investigation of the ‘female camouflage effect’ in autism using a computerized ADOS-2 and a test of sex/gender differences. Mol Autism 2016; 7(1): 10. https://doi.org/10.1186/s13229-016-0073-0 DOI: https://doi.org/10.1186/s13229-016-0073-0
Hiller RM, Young RL, Weber N. Sex Differences in Autism Spectrum Disorder based on DSM-5 Criteria: Evidence from Clinician and Teacher Reporting. J Abnorm Child Psychol 2014; 42(8): 1381-93. https://doi.org/10.1007/s10802-014-9881-x DOI: https://doi.org/10.1007/s10802-014-9881-x
Downloads
Published
How to Cite
Issue
Section
