Speech therapy goals for echolalia and gestalt language processors

Echolalia is the repetition of words or phrases the student has heard, either right away (immediate) or later (delayed). Many autistic children use it, and for many it is how language starts. A child who says "Do you want some juice?" while reaching for the fridge is asking for juice, using the whole phrase as one unit.

That is why goals to "reduce" or "extinguish" echolalia miss the point. The 20 goals below grow communication from where the student is. They are grouped by the stages SLPs use for gestalt language processors, plus goals for the people around the student. Each goal has a condition, a baseline, a criterion with a denominator and the measure, with a template link. Numbers are illustrations. The speech therapy IEP goals pillar covers every speech and language area.

Echolalia and gestalt language processing

Some children learn language word by word and build up (analytic processing). Others learn it in whole chunks first, called gestalts, and break them down over time (gestalt processing). A gestalt can be a line from a show, a phrase a parent says often, or a song lyric. It may carry a meaning tied to when the child first heard it: "Here we go!" might mean "I'm excited" because it came from a favorite ride.

ASHA's autism guidance describes echolalia as something many autistic people use to communicate, including to request, protest, take a turn or regulate.^[1] It encourages working out what an echo means instead of trying to stop it.

Be honest with families about the evidence. The stage model below comes from clinical frameworks for natural language acquisition. It is widely used by school SLPs, but the research base is still small and developing. Use it to plan and describe progress, and measure carefully so your data show whether it is working for this student.

How to choose an echolalia goal

Start with a gestalt log: two weeks of writing down each echoed phrase, the situation, and what it seemed to mean. Ask the family about shows, songs and phrases the child loves. Then place the student's language on the stages.

Do not push a stage 1 student to answer "What is it?" with a single word. That skips the stages the child is working through. Model gestalts that match the situation instead.

Stage 1: gestalts used for communication

1. During snack and play, Milo will use a gestalt (such as "Do you want some more?") to request an item or activity in 8 of 10 opportunities across 3 sessions. Baseline: 3 of 10, mostly reaches. Measure: opportunities. Template.
2. When an activity is unwanted, Milo will protest with a gestalt, word, sign or picture (such as "All done now!") in 4 of 5 opportunities across 3 weeks. Baseline: 1 of 5, drops to the floor. Template.
3. During shared play, Ana will comment on what is happening with a gestalt (such as "Oh no, it fell down!") 4 times per 20-minute session across 3 sessions. Baseline: 1 per session. Template.
4. During classroom routines, Ana will use 6 different gestalts for clear communicative purposes in a 2-week gestalt log, rising from 2. Baseline: 2 different gestalts. Template.

Weak: "Milo will decrease his use of echolalia." Measurable: Goal 1 above. It counts the echo as communication and measures what it achieves.

The adult's job at this stage is to respond to the meaning ("You want more! Here's more.") and to model new gestalts the child can use, such as "Let's go!" or "I need help."

Stage 2: mixing and matching gestalts

1. During play, Kai will mix parts of two gestalts into a new phrase (such as "Let's go... the big truck") 5 times per 20-minute session across 3 sessions. Baseline: 0 per session. Template.
2. After an adult models a mitigated phrase ("Let's... eat," "Let's... jump"), Kai will use the opening chunk with a new ending in 6 of 10 opportunities across 3 sessions. Baseline: 1 of 10. Template.
3. During a 20-minute play sample, Rosa will use 4 different mitigated phrases built from chunks in her log across 2 samples. Baseline: 1. Template.
4. During snack, Rosa will use a carrier chunk such as "I want..." or "It's a..." with 5 different endings across 2 weeks. Baseline: 1 ending. Template.

Weak: "Kai will use his own words instead of scripts." Measurable: Goal 1 above. It counts the new mixes that show language breaking into usable parts.

Model short, flexible chunks ("Let's...," "It's...," "Uh oh...") that the child can mix. Count a mix only when you have not modeled that exact phrase in the session.

Stage 3: single words and new two-word combinations

1. During play, Eli will combine two single words or signs into a new phrase (such as "blue car," "more bubbles") 10 times per 20-minute sample across 2 samples. Baseline: 2. Template.
2. During shared book reading, Eli will label pictures or comment with single words, signs or symbols in 8 of 10 pages across 3 books. Baseline: 3 of 10. Template.
3. During a 20-minute play sample, Lucy will use 20 different single words or signs without a model across 2 samples. Baseline: 8 different words. Template.
4. During art or play, Lucy will combine a describing word with an object word (big ball, red paint) in 6 of 10 opportunities across 3 sessions. Baseline: 1 of 10. Template.

Weak: "Lucy will say single words to label pictures." Measurable: Goal 3 above. It counts spontaneous words in a set sample, not drilled labels.

Many SLPs model words with modifiers at this stage ("big," "fast," "under") rather than lone nouns. Combinations grow from words that can join many others.

Stage 4 and beyond: early original grammar

1. When describing pictures or play, Jonah will say an original 3- to 4-word sentence with a subject and verb for 7 of 10 pictures on 2 consecutive probes. Baseline: 2 of 10. Template.
2. During play, Jonah will use I, me and my to refer to himself in 8 of 10 obligatory contexts across 3 sessions. Baseline: 3 of 10, uses "you" from scripts. Template.
3. When describing actions, Zoe will use is or are with an -ing verb in 12 of 15 contexts across 3 sessions. Baseline: 4 of 15. Template.
4. When asked a choice question ("Do you want blocks or cars?"), Zoe will answer with her choice rather than repeating the question in 8 of 10 opportunities across 2 weeks. Baseline: 4 of 10. Template.

Weak: "Jonah will speak in complete grammatical sentences." Measurable: Goal 1 above. It sets the length, the task and the criterion.

Pronoun reversal ("You want juice" meaning "I want juice") often comes from gestalts heard from adults. The pronouns topic has more pronoun goals. Expect grammar errors at this stage, as with any young language learner.

Partner and shared understanding goals

Communication is a two-person job. These goals cover the student's side of shared understanding. Staff training belongs in the supports section of the IEP, not in the student's goals.

1. When a partner does not understand a gestalt, Sam will repeat it, show the item or use a picture in 4 of 5 opportunities across 3 sessions. Baseline: 1 of 5. Template.
2. When he needs a break, Sam will ask with a gestalt, picture or device (such as "Take a break!") in 4 of 5 opportunities across 4 weeks. Baseline: 1 of 5, leaves the room. Template.
3. With a familiar partner, Nora will show or tell what a favorite gestalt means (pointing to a picture or acting it out) for 4 of 5 gestalts in her log. Baseline: 0 of 5. Template.
4. During a 10-minute play turn-taking game, Nora will take a turn with a gestalt, word or action in 8 of 10 turns across 3 sessions. Baseline: 3 of 10. Template.

Weak: "Sam will use appropriate language when frustrated." Measurable: Goal 2 above. It accepts the gestalt as a valid request and counts it.

List partner supports in the IEP: respond to the meaning, model gestalts that fit the moment, share a gestalt dictionary with staff, and avoid "Say it the right way" corrections.

How to measure echolalia goals

• Gestalt log: a running list of phrases, situations and likely meanings. Update it weekly with the family. It is the baseline for functions and for new mixes.
• Function counts in opportunities: decide what counts (each snack, each unwanted activity) and record on the opportunity data sheet.
• Language samples: a 20-minute play sample, recorded, scored for gestalts, mixes, single words and combinations. Keep toys and partner the same.
• Frequency in a set time: for comments and combinations per session, use the frequency data sheet.

Probe every 3 to 4 weeks. Movement between stages is slow for some students, so graph the sample counts and look at the trend, not one session.^[2] Report what changed, such as "6 new mixed phrases in a 20-minute sample, up from 0," rather than a percentage of "correct" speech.

Short-term objectives for echolalia goals

Step up within a stage before moving to the next. For a stage 2 goal: by the first report, 2 new mixes per session; by the second, 4; by the third, 5 across 3 sessions. For stage 1, move from a familiar adult, to a second adult, to a peer. The short-term objectives guide explains the format.

Adapting by setting and age

For related goals, see expressive language IEP goals, speech therapy goals for autism and AAC goals examples. Templates are on the expressive language goals page. The goal checker flags vague wording.

Frequently asked questions

Use it in IEP Atlas

• Expressive language goals (speech language)
• Expressive language in the IEP glossary
• Speech language IEP goals
• Goals for the SLP role
• IEP goal checker

Related guides

• Speech therapy IEP goals: examples by area
• Expressive language IEP goals
• Speech therapy goals for autism
• AAC goals examples
• Supporting gestalt language processors
• Language goals examples for speech therapy

Sources

1. Autism and Autism Spectrum Disorder, ASHA
2. Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.