Echoic Responses Research Articles

A Remedial Program for Poor Decoders in an Inner-City High School

This pilot study, utilizing 66 tenth-grade Ss who were 4 or more years below grade placement in both oral reading and reading comprehension, was designed to determine whether a treatment combining a taped echoic response method (TERM) and segmented print materials in which polysyllables were spatially divided (SP) would be effective in improving oral reading and comprehension. Gains over a 3-month span of instruction were compared for the TERM-SP group, a group receiving the TERM treatment in non-segmented materials (TERM-NSP) and a control group receiving neither treatment. Gains in oral reading were 8.7, 6.4 and 1.6 months respectively for the TERM-SP, TERM-NSP and control groups. An analysis of covariance indicated that the post-tests scores were significantly different (p <.01). A Tukey method of analyzing contrasts indicated that the TERM-SP scores were significantly greater than control scores (p <.05), while the TERM-NSP scores were not. Post-test scores for total reading comprehension, although they were in the hypothesized direction, did not differ significantly. It was concluded that the experimental treatment warrants replication and further study.

A Comparison of Musical and Verbal Responses of Mentally Retarded Children

The purpose of the study was to find whether mentally retarded children had a better echoic response to a musical series than an alphabetical series of the same length; and to compare children who manifest symptoms of brain damage to children with Down's Syndrome on the number of correct echoic responses. Twenty Down's Syndrome children and 24 brain damaged children were tested. The approximate vocal range of each child was determined. Two to five notes of an ascending major scale were paired with two to five letters of the alphabet. These were presented to each subject who was asked to repeat them. Results indicated no differences in the number of correct musical and verbal responses. The brain damaged subjects performed significantly better than the Down's Syndrome subjects on both the musical and verbal tests (p < .05).

Occurrence of Children’s Echoic Responses According to Interlocutory Question Types

No AccessJournal of Speech and Hearing ResearchResearch Article1 Jun 1975Occurrence of Children’s Echoic Responses According to Interlocutory Question Types Warren H. Fay Warren H. Fay University of Oregon Health Sciences Center, Portland, Oregon Google Scholar More articles by this author https://doi.org/10.1044/jshr.1802.336 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Dialogues with 22 echoic three year olds were analyzed according to question type in an effort to determine whether some probes are more likely than others to trigger echoic responses. Most of the 1509 questions fell into three categories: yes/no, nominal, and locative. The pooled echo rate for locative probes was nearly twice as great as the performance on either of the two other types. Results are discussed in terms of probe-constraints, developmental syntax of wh-questions, and other potential variables. Additional Resources FiguresReferencesRelatedDetailsCited byAmerican Journal of Speech-Language Pathology29:1 (327-334)7 Feb 2020The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum DisorderAllison Gladfelter and Cassidy VanZuiden Applied Cognitive Psychology15:7 (S7-S24)1 Dec 2001Five years later: children's memory for medical emergenciesCarole Peterson and Nikki Whalen Journal of Visual Impairment & Blindness95:6 (353-365)1 Jun 2001Examining Communicative Behaviors in a 3-Year-Old Boy who is BlindMichelle M. Perfect SSRN Electronic JournalQuestioning Children: The Effects of Suggestive and Repeated QuestioningThomas D. Lyon SSRN Electronic JournalQuestioning Children: The Effects Of Suggestive And Repeated QuestioningThomas D. Lyon Journal of Speech, Language, and Hearing Research35:1 (139-147)1 Feb 1992Echolalic Responses by a Child With Autism to Four Experimental Conditions of Sociolinguistic InputJoseph Violette and Linda Swisher Topics in Early Childhood Special Education4:2 (73-81)1 Jul 1984Yes/No Answers and the Verbally Delayed ChildWarren H. Fay Journal of Childhool Communication Disorders7:2 (38-47)1 May 1984The Occurrence of Echolalia in Three Year Olds' Responses to Various Question TypesDanielle Mcglone-Dorrian and Robert E. Potter Volume 18Issue 2June 1975Pages: 336-345 Get Permissions Add to your Mendeley library HistoryReceived: Oct 1, 1973Accepted: Feb 23, 1975 Published in issue: Jun 1, 1975 Metrics Topicsasha-topicsasha-article-typesCopyright & PermissionsCopyright © 1975 American Speech-Language-Hearing AssociationPDF downloadLoading ...

Echoic Responses of Standard English Features by Culturally Deprived Black and White Children

Children's echoic responses of sentences, each containing a critical feature of the standard English language, were investigated. Ss were 20 black and 20 white, lower socio-economic level, children randomly selected from each of Grades 1, 3, and 5 of two southern public schools with 5-yr. histories of stability and equality of racial composition. The performance of white children was significantly superior to that of black children. Grade level was also critical. Both groups of children improved in their echoic performance with advancing age and/or education.

Latency of Echoic Verbal Responses by Three-Year-Old Children

The echoic responses of 59 three-year-old children were tape recorded during the routine administration of a verbal comprehension test. They were unsolicited echoes of the examiner’s statements rather than requested imitations as in previous latency studies of verbal responses. The response latency distribution was skewed positively with the mean and median latencies occurring at 0.88 and 0.78 sees, respectively. Comparisons between average latency values at three levels of stimulus conceptual complexity did not result in significant differences. Average response latency values were found also not to be different for verbal stimuli intending a motor response or verbal stimuli intending a verbal response. The results tended to support descriptions of echolalia as a relatively simple verbal response though further research is indicated. It was concluded also that the echoic response latency is independent of the linguistic parameters of the eliciting stimulus.

Pathological echoic responses in a child: Effect of environmental mand and tact control

Echoic and nonechoic verbal responses of a 5-year old boy with pathological echolalia were recorded throughout 15 sessions with a teacher in a nursery playroom. The teacher's verbal behavior—classified as mand and tact responses—was also recorded. The child's echoic and nonechoic responses were found to be related to the teacher's mand and tact responses in the following manner: when tact responses were more frequent than mand responses, echoic responses were more frequent than nonechoic; when mand responses were more frequent than tact responses, nonechoic responses were more frequent than echoic responses. This study adds to previous general observations that pathological echoic responses are subject to environmental controls. It is suggested, however, that normal and pathological echoic responses can be best studied within the context of specific functional relations existing between the verbal repertoire of the child and verbal behavior in the environment. The application of operant conditioning procedures for eliciting normal verbal behavior must take into account these functional relations.

Effects of oral and echoic responses in beginning reading.

Effects of oral and echoic responses in beginning reading.

Mitigated echolalia of children.

Incidence of mitigated echolalia, a subcategory of verbal echoic response first noted among adult aphasics, was tabulated from recorded conversations of 40 echolalic children. A total of 331 samples were classified according to three major types: pronominal reciprocation, echoic segment preceded or foliowed by utterance, and a third grouping of miscellaneous combinations.