Strategies to reduce coping in children with autism spectrum disorder
What is trapping?
Echolalia refers to the repetition of certain words or phrases spoken by another person. Either after the conversation or repeating the words later.
Trauma in children diagnosed with autism spectrum disorder
Trapping is often associated with children diagnosed with autism spectrum disorder but is not limited to autism spectrum disorder. As it often appears more frequently than in children with normal development. Trauma may occur due to a child’s inability to deal with sensory issues, as a means of communication when they find it difficult to express during a conversation, or due to challenges in social skills.
The encounter
- A child with autism spectrum disorder may be able to communicate and understand others as well as struggle to repeat phrases.
- Frustration or discomfort during a conversation, Especially when asking questions.
What is the reason for the trapping?
Catharsis is a sign of autism spectrum disorder and other developmental or communication disorders. It may also be experienced by children with severe memory loss and paralysis from seizures or when the child is in a state of shock or panic.
What are the types of trapping?
Instant catch: It is repeating words or phrases immediately after hearing them. Example, A person might ask, “Do you want an apple?” The child will immediately answer, “Do you want an apple?” This may be a way for the child to express his desire to eat the apple. In another case, the child may repeat the question while he may have time to correct his answer.
Late capture: It is the child repeating and memorizing a phrase. It could be from a movie or from a conversation with someone, There may be a distance between hearing phrases and using them in situations.
Functional and non-functional contrasts
Functional contrast: It is the child’s ability to communicate with others and employ the phrases used for real purposes. Example, The child may hear from the video clip “Did you get cookies?” When a child feels hungry, he may say, “Did you get cookies?” In the same tone and voice as the video clip, this may be the child’s way of expressing his desire to get cookies, but he may not use his words.
Non-functional trapping: It means that the words that are repeated may not mean anything, The individual may engage in non-functional coping for self-enhancement. Example, A child may be able to memorize the entire script of a cartoon episode, but he may not have any idea who the characters are.
Strategies to reduce coping in children with autism spectrum disorder
- Use simple words and phrases
When communicating with a child with autism spectrum disorder, parents and specialists must use simple words and sentences that can be understood. Also, parents and specialists should not repeat the sentence and wait for the child to speak.
- Prompt the correct response
Conflict may occur in a child with autism spectrum disorder when he does not know how to respond to the other person. Or when he finds it difficult to transform thoughts into words. So parents and specialists can provide the written text. Example, “What’s our cat’s name?” The answer is “night.” Or you can ask the child, “What color is the book?” and he answers, “Blue.” You can repeat this strategy until the child learns the correct answer.
note: This strategy may only work for questions that always have the same answer.
- Use visual aids
Parents and therapists can use pictures that illustrate language and ask the child with ASD to look directly at the picture. Example, Direct the child toward the picture when saying, “This is an apple.” You can also point the child’s finger toward the apple and repeat the same method until you reach the correct answer.
- Avoid asking questions
Parents and specialists should avoid asking questions to a child with autism spectrum disorder because asking questions gives the child the opportunity to repeat words. Example, Do not ask the child, “Are you sleepy?” Instead, give the child the correct answer, such as “I’m tired.” I’m Going to sleep now”. This way the child will repeat what you said.
- Provide options
Parents and professionals should provide options for a child with autism spectrum disorder rather than asking questions. Example, ” Do you want this……. or this……? Make sure you phrase the names correctly without the intonation that occurs at the end of the question.
- Modeling with someone else
Modeling with another person in the family or at school can be done to reduce confrontation in children with autism spectrum disorder. Example, “Sarah, what do you want to eat?” Sarah will answer: “I want a banana” The strategy should be repeated and then the child should be asked what he wants to eat.
- Avoid using names
Parents and professionals should avoid using the child’s name at the end of a sentence because he or she will start repeating it. Example, When you say “Good morning” it will be without the child’s name. Also, do not mention the child’s name when praising him. Example, Say “Good job!” Instead of “Good job, Muhammad!”
- be patient
Parents and professionals should always be patient when a child with autism spectrum disorder speaks, no matter how long it takes. Therefore, if the child does not feel pressure, he will be able to use his words in conversation better. Parents and specialists must also provide the child with sufficient space to think before answering during the conversation.
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