Abstract
Echolalia represents one of the most prevalent speech patterns observed in children with Autism Spectrum Disorder (ASD), characterized by the repetition of words, phrases, or sentences previously heard. This phenomenon manifests in various forms, ranging from immediate echolalia, where children repeat utterances shortly after hearing them, to delayed echolalia, involving repetition after extended time intervals. Contemporary research demonstrates that echolalia serves multiple communicative and self-regulatory functions rather than being merely a meaningless repetitive behavior. Children with ASD utilize echolalia for various purposes including communication attempts, emotional regulation, cognitive processing, and social interaction facilitation. The complexity of echolaliac behaviors varies significantly among individuals, influenced by factors such as cognitive abilities, language development level, environmental contexts, and intervention approaches. Modern therapeutic interventions recognize echolalia as a potential stepping stone toward more sophisticated communication skills, emphasizing the importance of understanding its functional aspects. Assessment approaches have evolved to incorporate functional analysis of echolaliac utterances, examining their communicative intent and contextual appropriateness. This comprehensive review examines current theoretical frameworks, clinical manifestations, assessment methodologies, and intervention strategies for addressing echolalia in children with ASD. The findings suggest that individualized approaches considering the child's developmental profile, environmental factors, and specific echolaliac patterns yield the most effective outcomes in promoting communicative competence and reducing maladaptive repetitive speech behaviors.