Sometimes, children develop unique ways of speaking that mimic phrases or accents they’ve picked up from shows, books, or conversations. For example, a child might say, “I CAHN’T!” with a British accent despite never having visited England.
This repetition of phrases is a form of vocal stereotypy and can be a common part of their communication style. Children might reflect comfort, familiarity, or simply a way to navigate the world using language they find appealing. Recognizing this behavior can provide valuable insight into how they process and express their thoughts.
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Ways to Better Understand Echolalia and Vocal Stereotype
What is vocal stereotypy?
Each morning, I know my child is awake because of a distinct sound – a mix between a babble and a siren, repeated consistently. This is a classic example of vocal stereotypy. It differs from echolalia in that it’s not prompted by external interaction or specific phrases.
Vocal stereotypy examples include anything from repetitive singing to made-up sounds. The behavior often has a calming effect on the individual and serves as a form of stimming to reduce anxiety.
Vocal stereotypy, which is a cousin of echolalia, is defined as “…any instance of noncontextual or nonfunctional speech, including singing, babbling, repetitive grunts, squeals, and phrases unrelated to the present situation.”
There’s an ongoing debate among professionals about whether vocal stereotypy should be redirected or encouraged. Some believe gentle redirection—such as asking unrelated questions—can help minimize the behavior in certain contexts.
Others argue it’s a natural and even beneficial part of self-expression. Understanding the vocal stereotypy definition and how it differs from echolalia or scripting can help parents and caregivers navigate these behaviors with empathy.
Understanding stereotyped speech and echolalia
Children often mimic characters, lines, or songs from their favorite shows, books, or movies. This behavior, known as stereotyped speech, manifests in different ways. One example is when a child uses lines as a functional way to communicate.
This is often called scripting or functional echolalia. For example, if a parent asks, “Do you want a drink?” and the child replies, “You want a drink,” it shows they understand, even though they repeat the words.
Another form of repetition occurs when a child sings or recites lines out of context, such as repeatedly singing a song from a favorite show in the bathtub. This is an example of nonfunctional echolalia, which some experts believe can still support speech development.
This behavior is similar to vocal stereotypy, which includes repetitive sounds, words, or phrases that aren’t tied to the situation. Both are common in children with autism and can help with self-regulation or expression.
Vocal stereotypy vs. echolalia
Vocal stereotypy involves repeating sounds or phrases that aren’t related to the current situation, while echolalia typically repeats words or phrases heard from others.
Some echolalia, like repeating a request, makes sense in context, while other forms, like singing or repeating lines from a show, are more for self-expression. Scripting, like echolalia, often serves a purpose in communication, while vocal stereotypy doesn’t.
Managing the reactions of others
If you’re a parent of a child with autism, you’ve likely encountered stares from others during moments of stereotyped speech or vocalizations. When a child launches into a script or begins a joyful repetitive sound in public, onlookers might react with curiosity or judgment.
While this can feel uncomfortable, it’s important to remember that these behaviors are natural and often serve an important purpose for the child.
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When faced with stares, caregivers have different ways of responding. Some choose to ignore them and focus on their child, while others use a smile or open the door to questions to create awareness.
Staying calm and avoiding confrontation can help maintain a positive example for children and reinforce that there’s no shame in their unique way of expressing themselves.
This article was featured in Issue 75 – Helping Your Child with Autism Thrive
FAQs
Q: What is the difference between vocal stereotypy and echolalia?
A: Vocal stereotypy refers to repetitive, non-communicative sounds, such as humming or repeating the same word or phrase without context. Echolalia, on the other hand, is the repetition of words or phrases spoken by others, often as a way of processing language or attempting communication.
Q: Is vocal stereotypy stimming?
A: Yes, vocal stereotypy is considered a form of stimming, as it involves repetitive behaviors that help individuals self-regulate or cope with sensory experiences or emotions. It is a common characteristic in individuals with autism.
Q: How do you treat vocal stereotypy?
A: Treatment for vocal stereotypy typically involves behavioral interventions, such as Applied Behavior Analysis (ABA), to reduce or replace the behavior with more functional communication methods. Strategies might include reinforcing alternative behaviors or teaching more appropriate ways of self-regulation.
References
[1] Journal of Applied Behavior Analysis 2007 Summer; 40(2): 263–275 Assessing and Treating Vocal Stereotypy in children with autism William H Ahearn, Kathy M Clark, and Rebecca P.F MacDonald New England Center for Children And Northeastern UniversityWang, D., Mason, R. A., Lory, C., Kim, S. Y., David, M., & Guo, X. (2020). Vocal stereotypy and autism spectrum disorder: A systematic review of interventions. Research in Autism Spectrum Disorders, 78, 101647. https://www.sciencedirect.com/science/article/pii/S1750946720301379
Mantzoros, T., McCoy, A. R., & Lee, D. L. (2022). Treatments for automatically reinforced vocal stereotypy for individuals with autism spectrum disorder: A literature and meta‐analytic review. Behavioral Interventions, 37(2), 485-504. https://onlinelibrary.wiley.com/doi/abs/10.1002/bin.1856
Gajić, A., Arsić, B., Maćešić-Petrović, D., & Bašić, A. (2022). The treatment of vocal stereotypy in children with autism spectrum disorder. Research in Education and Rehabilitation, 5(1), 500-511. https://rer.ba/index.php/rer/article/view/12
Kahveci, G., & Bulut, S. N. (2019). Shaping vocal stereotypy in autism spectrum disorder: A non-aversive communication teaching technique. Universal Journal of Educational Research, 7(6), 1448-1457. https://www.academia.edu/download/64243785/UJER12-19512777.pdf
