In the past,<unk>  was regarded as negative, non-functional behavior. However, researchers such as Barry Prizant and colleagues have emphasized the communicative function of<unk> . Among the communicative functions noted are turntaking, requesting, self-regulation and rehearsal to aid comprehension.<unk>  can be categorized as communicative (in context and with "apparent communicative purpose") vs. semicommunicative (an "unclear communicative meaning"). The use of<unk>  in task response to facilitate generalization is an area that holds much promise. Research in this area is certainly needed. Marjorie H. Charlop performed a series of task experiments with autistic children. The results suggest that perhaps in certain tasks (i.e., receptive labeling),<unk>  should not be eliminated, but taken advantage of as it may facilitate acquisition and generalization for autistic children. Tourette syndrome<unk>  and echopraxia are distinguishing tics of Tourette syndrome (TS); the<unk>  repetitions of individuals with TS are mainly echoes from within their own "tic repertoire". Evidence points to a healthy mirror neuron system (MNS) but "inadequate imitation-control mechanism, which make them vulnerable to interferences". Autism It is estimated that up to 75% of people on the autism spectrum have exhibited<unk> . A symptom of some children with ASD is the struggle to produce spontaneous speech. Studies have shown that in some cases<unk>  is used as a coping mechanism allowing an autistic person to contribute to a conversation when unable to produce spontaneous speech. Studies in the 1980s showed that there may be communicative intent with delayed<unk> , "depending on the context in which it occurs"; this research on autistic children "raised questions related to behavior modification programs that defended the revocation or replacement of immediate<unk> ". Uta Frith, Prizant and others have interpreted<unk>  as evidence of "gestalt" processing in autistic children, including in the acquisition of language. However, a 1990 study on the acquisition of grammar by Tager-Flusberg and Calkins found that<unk>  did not facilitate grammatical development in autistic children.
Echolalia
Palilalia
Tachylalia
Coprolalia
Tourettism
Autism
Acrodynia
Puberphonia