Children on the autism spectrum often find the long-term goal of producing echoics (i.e., verbal imitation) difficult. They may find certain sounds or words difficult to produce, or they may only show proficiency in words pertaining to their special interest. Producing echoics or verbal imitation is a stepping stone to expanding a child’s vocabulary. By helping your child develop their vocabulary, you can support the development of their ability to communicate with you, other family members, and their peers. This can also help them become more independent in social and academic settings. In order to help your child master the long-term goal of producing echoics, you can work with your child first on repeating short, familiar sounds, then work towards more complex things, such as unfamiliar sounds or words. You can work with your child on the short-term goals of echoing sounds, echoing words, echoing tunes, echoing vowels, echoing consonants, echoing phrases, and verbal imitation.

The following strategies may help your child make progress towards mastering the long-term goal of producing echoics:

• Reinforce all vocalizations. Whenever your child vocalizes, whether it be an attempt at or a successful echoic, provide positive reinforcement. This will increase your child’s confidence and encourage them to continue to produce vocalizations. Once your child is comfortable with making vocalizations, phase out the positive reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
• Echo your child’s behaviors to encourage the behavior. One way to encourage echoing and imitation is to show your child the behavior by echoing and imitating their verbal behaviors. For example, if your child says the word, “Apple,” you should echo them and say, “Apple!” If they make a sound like, “buh,” you should echo them and say, “buh!” Sound excited and happy when you echo your child  to show that the echoing and imitation is a positive, encouraged behavior. 
• Stimulus-stimulus pairing. It may help your child if a word or sound is associated with another stimulus, such as a toy or a food. This will help develop an association between the word / sound and the stimulus. For stimulus-stimulus pairing, the reinforcement can be the accompanying stimulus. If it is your child’s favorite toy or snack, it can also be accompanied by any social reinforcement you would like to use t. For example, if their favorite toy is a robot, you can say the sound the robot makes, like “beep boop,” and wait for your child to echo your sound before handing it to them.
• Break complicated words into syllables. Your child may find it difficult to repeat more complex words or certain words due to a sequence of sounds. The difficulty may also be because of unfamiliarity with one or more sounds that are included in the word. To help them, you can break a word down into syllables and practice the individual syllables. For example, you can break the word “complicated” down into com (comm), pli (plih), ca (kay), and ted (ted). Once you have decided how to best break down the word, you can practice the individual syllables (sounds) with your child, slowly piecing them together like a puzzle. If you are not sure how to break a word down into syllables, try this: place your hand underneath your chin and say the word aloud, slowly. When your chin touches your hand, that is one syllable. As your child acquires the ability to say the individual syllables, you can begin to piece the word together. For example, once your child is comfortable with com and pli, you can have them repeat compli. You can continue to piece together the syllables until you reach the final word.
• Other resources:

• For the parent:

Building Echoic Control in Children with Autism - Dr. Mary Barbera

T and D Sounds Articulation Therapy: A Guide for Parents | Speech Blubs

• Note: At the bottom of the page, there are additional resources for other sounds, such as B, H, JJ and CH, etc.

Toddler Games to Teach Imitation of Words | COPYCAT Game - YouTube

• For the child:

• Speech tools: Toobaloo, Echo microphones 

• Help kids hear how they sound

Animals for Kids 25 min Farm animal sound - YouTube

Consonant Song - YouTube

The Vowel Song: Long and Short Vowel Sounds | English Songs | Scratch Garden - YouTube

In order to help your child master the long-term goal of producing echoics, you can work with your child on the short-term goals of echoing sounds, echoing words, echoing tunes, echoing vowels, echoing consonants, echoing phrases, and verbal imitation.

Echoing Sounds

For the short-term goal of echoing sounds, you can choose a target such as echoing animal sounds, echoing toy sounds, etc.

• Step 1: Decide what sound you would like your child to repeat. For example, you can choose the target of echoing animal sounds while working on the short-term goal of echoing sounds. The task analysis for echoing animal sounds could be as follows:

1. Sit across from a friend or family member.
2. Wait for them to make an animal sound.
3. When they make a sound, carefully watch how their mouth moves and / or listen to the sound.
4. Echo the sound back to them.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of a farm, or a verbal SD (“Time to be my echo!” or “Let’s say what I say!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 30 sec, 1 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of echoing animal sounds), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to watch the person’s mouth or listen carefully, then echo the sound).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at echoing animal sounds during a session. 
• Step 6: Track how your child makes progress to meet the target of echoing animal sounds by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at echoing animal sounds over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Echoing Vowels

For the short-term goal of echoing vowels, you can choose a target such as echoing the sounds the letter A makes, echoing the long letter A sounds, echoing the short letter A sounds, echoing the sounds the letter E makes, etc., for each vowel.

• Step 1: Decide what vowel sound you would like your child to echo. For example, you can choose the target of echoing all the sounds the letter A makes while working on the short-term goal of echoing vowels. The task analysis for echoing all the sounds the letter A makes could be as follows:

1. Sit across from a friend or family member.
2. Wait for them to say a short A sound (as used in at, bat, mat).
3. When they make the vowel sound, carefully watch how their mouth moves and / or listen to the vowel sound.
4. Echo the vowel sound back to them.
5. Wait for them to say a long A sound (as used in cake, bake, rake, rain).
6. When they make the vowel sound, carefully watch how their mouth moves and / or listen to the sound.
7. Echo the vowel sound back to them.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of the letter A, or a verbal SD (“Time to be my echo!” or “Let’s say what I say!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 30 sec, 1 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of echoing the sounds the letter A makes), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to watch the person’s mouth or listen carefully, then echo the sound).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at echoing the sounds the letter A makes during a session. 
• Step 6: Track how your child makes progress to meet the target of echoing the sounds the letter A makes by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at echoing the sounds the letter A makes over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Echoing Consonants

For the short-term goal of echoing consonants, you can choose a target such as echoing B, echoing D, echoing T, echoing D vs. T, echoing CH, echoing CH vs. JJ, etc.

• Step 1: Decide what sound you would like your child to echo. For example, you can choose the target of echoing D while working on the short-term goal of echoing consonants. The task analysis for echoing D could be as follows:

1. Sit across from a friend or family member.
2. Wait for them to make a D sound.
3. When they make the consonant D sound, carefully watch how their mouth moves and / or listen to the consonant D sound.
4. Echo the consonant D sound back to them.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as pictures of a D, or a verbal SD (“Time to be my echo!” or “Let’s say what I say!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 30 sec, 1 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of echoing D), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to watch the person’s mouth or listen carefully, then echo the consonant D sound).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at echoing D during a session. 
• Step 6: Track how your child makes progress to meet the target of echoing D at the beginning of words by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at echoing D over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Echoing Words

For the short-term goal of echoing words, you can choose a target such as echoing foods, echoing names, echoing places, etc.

• Step 1: Decide what words you would like your child to echo. For example, you can choose the target of  echoing food words while working on the short-term goal of echoing words. The task analysis for echoing food words could be as follows:

1. Sit across from a friend or family member.
2. Wait for them to say the name of a food.
3. When they say the name of the food, carefully watch how their mouth moves and / or listen to the sound.
4. Echo the word back to them.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of a fridge with food, or a verbal SD (“Time to be my echo!” or “Let’s say what I say!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete the entire task analysis it independently (e.g., 30 sec, 1 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of echoing food words), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to watch the person’s mouth or listen carefully, then echo the word).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at echoing food words during a session. 
• Step 6: Track how your child makes progress to meet the target of echoing food words by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at echoing food words over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Echoing Tunes

For the short-term goal of echoing tunes, you can choose a target such as echoing a favorite tune, echoing a new tune, echoing a tune for school, etc.

• Step 1: Decide what tune you would like your child to echo. For example, you can choose the target of echoing a favorite tune while working on the short-term goal of echoing tunes. The task analysis for echoing a favorite tune could be as follows:

1. Sit across from a friend or family member.
2. Wait for them to hum a short tune.
3. When they hum the tune, listen carefully.
4. Echo the tune back to them.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of music notes, or a verbal SD (“Time to be my echo!” or “Let’s say what I say!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 30 sec, 1 min, 2 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of echoing a favorite tune), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to watch the person’s mouth or listen carefully, then echo the tune).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at echoing a favorite tune during a session. 
• Step 6: Track how your child makes progress to meet the target of echoing a favorite tune by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at echoing a favorite tune over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Echoing Phrases

For the short-term goal of echoing phrases, you can choose a target such as echoing song lyrics, echoing phrases common in school, echoing lines from a poem, etc.

• Step 1: Decide what phrase you would like your child to echo. For example, you can choose the target of echoing song lyrics while working on the short-term goal of echoing phrases. The task analysis for echoing song lyrics could be as follows:

1. Sit across from a friend or family member.
2. Wait for them to sing a few words from a song.
3. When they say the phrase, carefully listen to their voice.
4. Echo the lyrics back to them.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of the title of a song (for example “Old MacDonald had a farm”), or a verbal SD (“Time to be my echo!” or “Let’s say what I say!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 30 sec, 1 min, 2 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of echoing song lyrics), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to listen carefully, then echo the phrase).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at echoing song lyrics during a session. 
• Step 6: Track how your child makes progress to meet the target of echoing song lyrics by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at echoing song lyrics over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.