Not all of them do. I work with autistic kids, and sometimes we have to modify how we teach echoics (repeating what someone else said) because of it.
We may have a kid that we’re trying to teach to ask for help when they need it. So say, for example, we see them unable to open their lunch box. For some kids, we’d go, “Say, ‘help’.” The kid replies, “Help,” and we help them open the box.
But some kids will repeat exactly what we say, which means they end up going, “Say help.” So we have to change the way we make the suggestion. In this case we’d omit the “say” part, and just say “Help.” That way the kid will repeat just the important part, enabling them to communicate more functionally to get their needs met.
Not all of them do. I work with autistic kids, and sometimes we have to modify how we teach echoics (repeating what someone else said) because of it.
We may have a kid that we’re trying to teach to ask for help when they need it. So say, for example, we see them unable to open their lunch box. For some kids, we’d go, “Say, ‘help’.” The kid replies, “Help,” and we help them open the box.
But some kids will repeat exactly what we say, which means they end up going, “Say help.” So we have to change the way we make the suggestion. In this case we’d omit the “say” part, and just say “Help.” That way the kid will repeat just the important part, enabling them to communicate more functionally to get their needs met.