For example, Charlop (1983) incorporated echolalic responding as response requirements in an object-labeling task with autistic children.
This strategy overcomes the practical problem of teaching a different response for each verbal stimulus with which the echolalic subject might come in contact.
An alternating treatment comparison of oral and total communication training programs with echolalic autistic children.
These have included displaying appropriate affective responses (Gena, McClannahan, & Poulson, 1996), to talk (Hewitt, 1965; Lovaas, 1966, 1977), ending echolalic speech (Carr, Schriebman & Lovaas, 1975; Foxx & Faw, 1990,1992; Faw, McMorrow, Kyle, & Bittle, 1988), and playing with other children (Ceiliberti & Harris, 1993; Romanczyk, Diament, Goren, Trundell, & Harris, 1975).
All three of those groups were matched on twenty pre-treatment variables, such as self- stimulatory behavior, language, half of the children were functionally mute, and half of the children were echolalic.