Language-learning patterns in echolalic children

Echolalia has traditionally been considered to be a deviant, nonfunc tional behaviour. In contrast, an alternative perspective on echolalia has been proposed by considering the characteristics of echolalia in relation to a continuum of processing styles ranging from GESTALT to ANALYTIC. This paper applies a gestalt processing model to describe in depth the language-learning patterns of the echolalic child. Special emphasis is placed on how this processing model alters and expands our definition of echolalia and its role in the process of language acquisition. Application of the gestalt model in assessment and intervention is discussed.