Echolalia has long been regarded as a symptomatic feature of autism spectrum disorder (ASD), often interpreted as a deficit rather than a developmental resource. Recent research, however, suggests that echolalia can serve functional purposes in communication, self-regulation, and social interaction. This study examines the pragmatic transformation of echolalic utterances in two Taiwanese children with ASD, aged 7–8, who have participated in both early intervention programs and inclusive elementary classrooms.

Adopting a qualitative case study design, we conducted systematic observations, language recordings, and interviews with teachers and parents. A coding scheme was developed to trace the dynamic evolution of echolalic speech into contextually appropriate and self-guiding utterances. Findings reveal that while immediate and delayed echolalia initially appeared as repetitive imitations, over time they were transformed into functional communication strategies—supporting classroom participation, peer interaction, and self-regulation in daily routines. Teacher scaffolding and family involvement were identified as key factors facilitating this transformation.

This study contributes to the discourse on educational equity and inclusion by reframing echolalia not as a barrier but as a developmental pathway toward autonomous language use. The implications extend to early intervention, inclusive pedagogy, and teacher training, emphasizing the importance of recognizing echolalia as a transitional stage in communication development. By situating the findings within the broader framework of inclusive education and the CRPD principles, this research highlights the need to reconsider teaching strategies and support systems for autistic children in mainstream classrooms.

Authors:
Pe-Sun Ho, National Changhua University of Education, Taiwan

About the Presenter(s)
Ho Pe Sun is a third-year doctoral student in Special Education at National Changhua University of Education, Taiwan. With expertise in early intervention and early childhood education, she has served as a university lecturer, an inclusion consultant

See this presentation on the full schedule – Wednesday Schedule

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