Faculty of Arts, School of Social and Political Sciences, The University of Melbourne, Melbourne, Australia.
Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia.
Int J Speech Lang Pathol. 2024 Dec;26(6):793-808. doi: 10.1080/17549507.2023.2244201. Epub 2023 Sep 20.
Echolalia, the repetition of previously heard speech, is prevalent in a variety of neurologic and psychiatric disorders. Within the context of echolalia in autism spectrum disorder (ASD), research and intervention historically assume a clinical standpoint with two opposing paradigms: behaviourism and developmentalism. The literature is largely silent on how those other than researchers and clinicians understand echolalia. This study examined how parents experience echolalia through their children with ASD. The aim of the study was to ascertain if the parental perception of echolalia in ASD aligns with, or offers alternative perspectives to, current clinically-orientated views.
We employed online semi-structured interviews to document the experiences of 126 parents, reflecting on their children with ASD aged 3 to 34 years of age, to determine if the parent experience could be mapped onto existing clinical frameworks, or if they might offer new perspectives. We used hermeneutic phenomenological data analysis in an abductive framework.
Echolalia has predominantly been represented in literature through the perspectives of behaviourism or developmentalism. We found however, that echolalia is a phenomenon that is experienced by parents in a variety of different ways to that of the current clinically-orientated understandings. Such new ways of understanding echolalia that emerged from our analysis include one understanding which is dependent upon how echolalia is heard, and one in which parents are "waiting for echolalia to evolve."
The traditional dichotomous clinical positions do not resonate with all parents, and reliance on these traditional perspectives alone may impact effective engagement with parents and the success of interventions and support strategies. Our findings have implications for future research, the education of clinicians and educators, and the design of support and intervention for those who have echolalia.
模仿言语，即重复之前听到的言语，在各种神经和精神疾病中都很常见。在自闭症谱系障碍（ASD）中的模仿言语背景下，研究和干预从历史上就基于两种对立范式：行为主义和发展主义，从临床角度出发。文献在很大程度上没有说明除了研究人员和临床医生之外，其他人如何理解模仿言语。本研究通过自闭症儿童的父母来考察他们对模仿言语的体验。本研究的目的是确定父母对 ASD 中模仿言语的看法是否与当前临床为导向的观点一致，或者是否提供了替代观点。
我们采用在线半结构化访谈的方式记录了 126 位父母的经验，这些父母的孩子年龄在 3 至 34 岁之间，以确定他们的经验是否可以映射到现有的临床框架上，或者他们是否可以提供新的视角。我们在回溯推理框架中使用了阐释现象学数据分析。
模仿言语在文献中主要通过行为主义或发展主义的观点来体现。然而，我们发现，父母对模仿言语的体验与当前临床为导向的理解方式有很大的不同。我们的分析中出现了一些新的理解方式，例如一种依赖于如何听到模仿言语的理解方式，以及一种父母“等待模仿言语进化”的理解方式。
传统的二分临床立场与并非所有父母都产生共鸣，仅依赖这些传统观点可能会影响与父母的有效互动以及干预和支持策略的成功。我们的发现对未来的研究、临床医生和教育者的教育以及对有模仿言语的人的支持和干预的设计具有重要意义。
