FUNCTIONAL DELAYED ECHOLALIA: INSIGHTS FROM A MOVIE

This study focuses on the analysis of functional delayed echolalia towards an autistic individual in Life, Animated documentary. The obtained data were derived from Owen Suskind's utterances and words in the aforementioned documentary, which the researchers manipulated and structured to fall into two categories of functional delayed echolalia. The study used qualitative descriptive method in analyzing the functional delayed echolalia of Owen Suskind using interactive and non-interactive functional categories of delayed echolalia theory proposed by Vicker (1999). The findings show that there are 8 (eight) out of 9 (nine) types of interactive delayed echolalia were discovered namely Turn taking, Verbal, Completion, Providing information, Labelling, Protest, Request, Calling and Affirmation. Meanwhile, the noninteractive delayed echolalia consists of three types namely non-focused, situation association, and rehearsal. The findings of this study are expected to give a positive impact on both readers who are dealing with children with autism who have echolalia. It will provide information on their language development in order to later determine the ideal method to handle them with care.


Introduction
Language acquisition in children is one of the most important milestones in a child's life because the various sorts of linguistic experiences that occur in a child's life will be unforgettable memories that will leave their own mark. With regard to this, children are said to have normal language development when they perform or demonstrate more complex language abilities in conjunction with their age maturity (Manipuspika & Sudarwati, 2019). In other words, children are said to have typical language development when they perform or demonstrate increasingly complex language abilities in conjunction with their age maturity (Manipuspika & Sudarwati, 2019).
However, one child's development differs from that of other children for a variety of reasons. Some children have language disabilities, which results in them not developing their language skills. One of the language problems experienced by children is autism. Autism is a spectrum disorder whose symptoms can be presented in various kinds. Autistic children find it difficult to communicate and interact with others, along with expressing their thoughts and feelings. Autism also causes children to have repetition habits, be disappointed with changes in a daily routine, and respond to certain situations in unusual ways (Parents Factsheets, 2010). The habit of repeating words is one of the characteristics attributed to persons' suffering from autism which is known as echolalia.
Therefore, the present study tries to fill in the gap by doing another research on echolalia depicted in film by giving more emphasis on types of echolalia and the cause of such type occurence. The main focus of this study, which is based on the documentary film Life, Animated, is the language deficit experienced by autistic children, also known as delayed Echolalia. Owen, the autistic child shown in the documentary video, has been quiet since he was diagnosed with autism at the age of three. But one day, Owen repeated a single word that was thought to be gibberish. He kept repeating the gibberish words, and it was later discovered that the words labeled gibberish were exact lines from Disney Animated Movies. Therefore, such activity that Owen did is Echolalia. Only by repeating such exact lines could Owen improve his language skills and communication abilities. One of the reasons the researchers chose this specific documenter was because it presented the same story about how an autistic person improved his language and capacity to speak and engage with others. There is a wealth of knowledge to be learned by examining such methods of communication behavior as perceived by an autistic individual and getting an insight from a film can be one of the alternatives.
The new study tries to discover the type of Echolalia practiced by character Owen Suskind in the Life, Animated documentary, as well as the possible causes of possessing that sort of Echolalia. This study is expected to provide a more complete explanation and brief information on how a young adult with autism could communicate by describing the methods employed by the autistic young adult himself whether the method itself would be interactive or non-interactive delayed Echolalia. Learning and discussing some varieties of delayed echolalia in greater depth may be beneficial in learning how to behave or comprehend while communicating with autistic individuals. In addition, such understanding would provide any information on how Echolalia can aid in the linguistic development of autistic children.

Literature Review
Echolalia is typically defined as the socially awkward or inappropriate verbatim repetition of part or all of a previously spoken utterance (Valentino et. al. 2012) (Valentinoo, 2012. It is the most prevalent echo phenomena and is a pervasive non-voluntary, automated, and automatic activity (Patra & De Jesus, 2020). Echolalia is classified into two forms based on its timing: instant and delayed. Immediate echolalia refers to utterances that are repeated immediately or after a little delay, whereas delayed echolalia refers to utterances that are repeated after a large delay, making it more difficult for others to understand (Prizant & Rydell, 1984). There are two varieties of delayed echolalia: interactive delayed echolalia and non-interactive delayed echolalia (Vicker,1999). An effort or attempt to communicate and interact with other individuals, such as turn-taking, is referred to as interactive or functional delayed echolalia. Non-interactive echolalia is primarily utilized for personal reasons and serves no communicative purpose.

Causes of Echolalia
Echolalia occurs in all children who learn a spoken language. Most children develop independent thought as they grow older, or about the age of 18 months, while others regurgitate what they hear. Children that have trouble talking continue to echo expressions for far longer periods of time. Echolalia is particularly common among autistic youngsters. Approximately 75% of talkative autistic children go through periods of noticeable echolalia (Marom, 2018). Adults can develop echolalia as a result of acute amnesia or brain trauma Functional Delayed Echolalia: Insights from a Movie, Qonitah Nuri Humaira, Emy Sudarwati https://jurnal.uisu.ac.id/index.php/languageliteracy 343 Nationally Accredited SINTA 3, and indexed in DOAJ and Copernicus while seeking to regain their speech abilities. Some people only experience this problem when they are irritated or anxious. Others are frequently exposed to it, which may cause them to become mute owing to their incapacity to speak.

Functional Categories of Delayed Echolalia
Delayed echolalia defines as the verbal repetition of utterances that were previously heard and then repeated after some delay of a few minutes, hours, days, weeks, months, or years (Vicker, 1999). Below is the table of interactive and non-interactive functional categories of delayed echolalia proposed by Viktor (1999

Category
Description Nonfocused utterances with no apparent communicative intent or relevance to the situational context Situation association utterances with no apparent communicative intent which triggered by an object, person, or situation Self-directive utterances which serve to regulate one's own actions. Usually produced along with motor activity Rehearsal utterances produced with low volume followed by louder interactive production Label utterances labeling objects or actions with no apparent communicative intent Table 2. Functional Categories of Delayed Echolalia (Non Interactive)

Echolalia in Autism Context
Autism spectrum disorder (ASD) is a cognitively specified neurodevelopmental disorder coupled with minimal and repeated activities and the existence of social language impairment. (American Psychiatric Association [APA], 2013). People with autism would have trouble practicing and conceiving language, including the repeating of some sentences or specific words, as well as communication limitations. Aside from the technique by which Autism is characterized by linguistic conduct that results in faulty receptive and expressive skills. utterances, Skinner (1957) noted that verbal behavior is classified into four varieties (verbal optant), which are demanding, tacking, intraverbal, and echoic. The first is demand, which is one of the language functions used when someone requests or wants something. The second is tact, which is one of the linguistic functions used when a person wished to describe something that could be seen, heard, smelt, and felt by the human senses. For example, when we observe youngsters who have been introduced to something new, their parents usually tell them what it is called. Like the word ball, anytime toddlers encounter something with a "rounded shape," they naturally refer to it as a ball. Knowing that they already represent the word "ball" as a label for a rounded form item. Unfortunately, children with autism do not have such abilities in general.
The third sort of verbal behavior is intraverbal, which is controlled by the other verbal operant. And, in general, children with autism have a similar pattern that implies a weakness for demand and intraverbal, and an advantage for touch or echo as they get more vocal. The final sort of verbal behavior is echoic, which causes the speaker to imitate specific sounds or words that have been pronounced by others. Echolalia is the term used to describe vocal echoing behaviors. For many autistic children, echolalia is an important first step toward more typical types of verbal communication.

Causes of Echolalia Types of Study
This study employs the qualitative-descriptive method, with the results of the study itself being explained descriptively. The discovered and gathered data would be served and displayed in the form of a table and numbers, whilst the analyzed data, which includes both interactive and non-interactive delayed echolalia data, would be described descriptively. The qualitative method necessitates that data be articulated rather than counted (Katz, 2015). Referring back to the previous statement, the studied data that would be explained and the discovered data that would be acquired based on utterances, statements, and behaviors would be applied and continued through the qualitative technique.

Data and Data Source
The documentary film Life, Animated, which was released in 2016, is the source of the statistics. All of the data collected and gathered are utterances and expressions spoken by Owen Suskind, who has autism, in the documentary film Life, Animated. All of the phrases expressed and spoken by the autistic boy himself in the aforementioned documentary film were used as context.

Instruments, and Data Collection Technique
The primary instrument in this study is the researchers themselves, who are assisted with a data sheet. The researchers proceeded through several stages of data collection, and those were watching the stated documenter movie as the main source of this research, understanding deeper through the script of the movie itself, arranging the data sheets to fill, rechecking on what had been observed and read, re-watching the movie itself, analyzing all of the scenes while comparing and analyzing the script itself as the main purpose of such research.

Data Analysis
The acquired data was then categorised based on the precise categories employed and whether it was interactive or non-interactive. Researchers studied only the data that were focused on the data arrangement depending on the type of delayed echolalia while examining the inserted data in the data sheets. Furthermore, the researchers sorted the selected data and grouped the data based on the two data sheets, which are types of interactive delayed echolalia and types of non-interactive delayed echolalia. For the kinds and additional explanation, researchers provided collected and selected data from the screenplay of the documentary film itself.

The Analysis of Functional Delayed Echolalia Performed by the main character in Life, documentary movie
The findings that have already been studied and observed by the researchers would be shown through the following table. Furthermore, the researchers would describe the finding in detail to get a closer look on the case of echolalia performed by the movie character.  Both of the tables above indicate the quantity of data discovered from Owen Suskind, the subject of the documentary Life, Animated. The first table shows that in this investigation, eight out of nine types of interactive delayed echolalia were discovered. In addition, the second table shows that there are three types out of five types of noninteractive delayed echolalia. For the further details of the interactive, there are eight types namely (1) Turn taking, (2) Verbal, Completion, (3) Providing information, (4) Labelling, (5) Protest, (6) Request, (7) Calling and (8) Affirmation. Meanwhile, the non-interactive delayed echolalia consists of three types namely (1) Non-focused, (2) situation association, and (3) rehearsal. The elaboration of both interactive delayed echolalia and non-interactive delayed echolalia is presented in the following section. Based on what Owen said, Owen was still on topic, albeit by the time he said it, he was roaming around back and forth and appeared to be out of focus because he had just broken up with his girlfriend. Although Owen's response does not appear to be correct, it is the repeating of romantic quotations that most people, including Owen, are familiar with. Furthermore, the quotes that he already said were still in the same topic with what was spoken by the caseworker. Such quotes that he said was the form of content shifting in a verbal exchange proceeded Alternatively and it was a sign of a turn taking types from interactive delayed echolalia (Vicker, 2009 Owen would deliver a speech about an autistic person at a conference in France. His father asked him to construct his own speech so that whatever he said was based on his words. Owen was whining and pounding his head because he wasn't sure what to write, and his father reacted angrily by the time Owen finished. Following that, Owen said an instruction that his father frequently said whenever Owen was whining. Therefore, such repetition was established for his father's reaction when he was whining. Repeating some words that are commonly used in daily life in a similar context is an indication of interactive delayed echolalia verbal completion. After hearing "a little kid whines," he suddenly understood he was no longer a youngster and stopped crying.

c. Providing information
Datum 3 (Jonathan Freeman walks into the classroom) Owen: Jonathan Freeman is a great actor who also does voices for animated Disney films.
As he entered the room, Owen initiated a conversation by mentioning Jonathan. Owen repeated his words on Jonathan's statement because he loved Disney and was familiar with such a fact. He shared some information with his pals by saying some facts about Jonathan, which began with Jonathan inquiring how Owen was feeling, to which he replied, "fine," and was abruptly followed by sharing some information about Jonathan. Such activity that Owen did as he gave information to all of those people as a form of respond about the coming of Jonathan Freeman it showed the type of providing information from interactive delayed echolalia.

d. Labelling
Datum 4 (dad pretend to be Lago "the parrot' in Aladdin with Owen's puppet) Dad: I hear him say... "I love the way your foul little mind works." That's the next line of conversation. That's the villain, Jafar, speaking to his wicked sidekick, Lago. Owen looked melancholy one night after his brother's birthday as he sat on his bed in his room reading his book, and there was a puppet Lago, one of the characters from the animated Disney film Aladdin. As soon as his father took the doll, he began imitating the sounds of the characters. While concealing, Owen did not mention or state the character's name, instead repeating the speech from the film, which was uttered by Jafar to Lago, another character in the film. By repeating such conversations to label a single object, such behavior is what is called as labelling.

e. Protest
Datum 5 Marie: Bonjour, Owen. Owen was already living on his own in his own apartment, and when it came time to retrieve his mail from his mailbox, he had some difficulty opening it. When he later spotted his neighbor, he abruptly shouted and exclaimed, "Is this the right mailbox?" as he repeated the same sentences louder knowing that his neighbor had not yet responded as a sort of help request, despite the fact that he had not greeted him or said anything else. However, his neighbor completely understood that he asked for assistance, as such conduct is a request in the context of Owen's words. Emily was Owen's ex-girlfriend, and when he returned home from cycling and spotted her stepping out of her apartment, he was overjoyed because he hadn't seen her in a long time. Emily was observed having a conversation with another girl. Owen greeted Emily repeatedly because Emily did not answer the first time, and such repeating utterances were made by Owen to get Emily's attention. That was one of the calling varieties of interactive delayed echolalia.

h. Affirmation Datum 8
Walter: Pretty excited of what's gonna happen for you, bud. Owen: Yeah.
Walter: You got a lot more chapters to write.
Owen: A lot more chapters to write.
Owen was walking with his brother, Walter, who was discussing some of the barriers and challenges that Owen would encounter after graduating from high school. During a conversation, Owen echoed what Walter stated, stating that there is "a lot more chapter to write." By repeating such a phrase, Owen indicated that he agreed with what Walter said. He stated, without adding additional words, that he agreed with what his interlocutors said by repeating the expressed words.

Non-Interactive Delayed Echolalia a. Non-focused
Datum 10 (after moving in a new apartment on his own, Owen walks in circles in the front yard of his apartment) [Owen unclearly utters the dialogue of one of the Disney films] Owen was frightened and terrified since he was about to live alone, away from his family. Furthermore, after he finished moving his belongings in the flat, he went outside and strolled about in the front yard, unclearly reciting a certain Disney line. He continued doing so until he felt better and returned to his residence. Non-focused scenario could be happening towards people with echolalia as they are feeling worried, terrified or in a pain. In addition, in this scenario, Owen kept repeating the Disney line since it was one of the most familiar things he understood at the moment he needed to comply with the foreign surroundings and adapt to it. He continued to engage in such behavior anytime he felt anxious.

b. Situation association Datum 11
[Owen getting ready for his graduates] Owen: Well, it's like I always say, Your Majesty. Children got to be free to lead their own life [Repeating Sebastian dialogue in the little mermaid movie] Owen is getting ready for his graduation, and as he was getting ready in front of the mirror, he repeated one of the phrases from the Little Mermaid movie's character, Sebastian. The dialogue itself was about the character Sebastian's advice to Monarch Triton, Functional Delayed Echolalia: Insights from a Movie, Qonitah Nuri Humaira, Emy Sudarwati https://jurnal.uisu.ac.id/index.php/languageliteracy 351 Nationally Accredited SINTA 3, and indexed in DOAJ and Copernicus as he advised the king himself about how princess Ariel is already grown up and free to pick her own life path. And, because Owen was in a similar circumstance, he related to himself by repeating such talks. In this case, it may be said that an autistic person had some kind of mental preparation for the scenario he is in. And as he went through it, he would recall any precise moment that was shown to him. Owen was strolling alone when he noticed Emily from a distance wanting to get into the van. Before shouting with such a stronger voice, he whispered it quietly to himself first, then louder to make Emily hear. According to Vicker (1999), practice is indicated by a lowervolume utterance accompanied by a louder speech. Therefore, this implies that the exercises the non-interactive delayed echolalia type rehearsal behavior. This is considered as rehearsal type as Owen merely stated the word unclearly by whispering for a practice making sure that he meant to say that. Once he was sure that that particular word is that what he meant then he managed to say that several times.

Discussion
After the data analysis was carried out, the researchers found that the echolalia language disorders found in children are divided into two types interactive and noninteractive echolalia type. They are (1) Turn taking, (2) Verbal, Completion, (3) Providing information, (4) Labelling, (5) Protest, (6) Request, (7) Calling and (8) Affirmation. Meanwhile, there are three types out of five types of non-interactive delayed echolalia namely (1) Non-focused, (2) situation association, and (3) rehearsal. Those types of echolalia occurred for different purpose of occurrences depending on the context of the situation explaining its situation. The subject come to that kind of echolalia type as he managed to bring certain causalities. The interactive echolalia is done when Owen is in relation to the event in interactive way when he has interlocutor to interact with while the non interactive ones occur due to Owen's initiative in having the practice by saying words to whom anybody else would not like to react as they are stated in whisper like what happened in rehearsal type and like the one when he practiced for a situation speech event.
The findings of a current study differ from those of a prior study conducted by Mufidah and Antono (2019), which similarly examined linguistic dysfunction in a movie character. Their analysis only discovered one instance of instantaneous echolalia performed by the character in the film; however, no instance of delayed echolalia was discovered. This could be because Mufidah and Antono (2019) focused on general language dysfunction rather than echolalia, such as the use of metaphors, reversal of personal pronouns, and difficulty with deictic words. A recent study, on the other hand, concentrated on Owen's echolalia phenomena in detail, particularly delayed echolalia, in the reported footage. The genre of the film may also have an impact on the outcome. Mufidah and Antono's (2019) film is an Indonesian omnibus film with love nuances, and they choose the short film Malaikat Juga Tahu. The film utilized in a recent study, on the other hand, is well-documented. A documentary film gives more reflections on human beings's daily life so the occurrences of life events in this case life events represented by the echolalia suffered is much more detail and vary in kinds. However, there is a similarity between the findings of the present investigation and the prior study conducted by Marom et. al (2018). Both recent and previous studies discovered evidence of delayed echolalia. Marom et. al. (2018) identified 33 of 40 segments as having delayed echolalia. Because a movie represents life, this could lead to the conclusion that the echolalia phenomenon in cinema and real life is the same.
Following that, the current discovery demonstrates that children with autism can exhibit a variety of echolalia kinds. This film clearly demonstrates one of Owen's parents' options, which is to perform an efficient language planning program supervised by a health therapist, which can also be implemented to children in real life who are suffering from the same condition. By incorporating children with autism in this type of therapy, measurable language goals may be examined at each milestone of the children's language development. When each milestone's aim is met, the target is raised. On the other hand, if a plan fails, evaluation and a new approach must be re-evaluated for a better outcome. The findings of the present study may only be applicable to children suffering from autism as depicted in the movie as other children suffering from other syndrome may perform another type of echolalia. Further researchers are suggested to conduct a study on children suffering from echolalia in more movies as there might be differences in types of echolalia which is needed to open up our horizon on echolalia types and how to handle this.

Conclusion
Language use and growth, both oral and written, are inextricably linked to human life, particularly in youngsters. This study investigates the category of functional delayed echolalia used by Owen Suskind in the documentary Life, Animated. There are correct types of interactive delayed echolalia out of nine varieties based on the data that was discovered, collected, and analyzed. They are Turn taking, Verbal, Completion, providing information, Labelling, Protest, Request, Calling, and Affirmation. And in this particular type, the frequently found one is the affirmation type. Owen generally utilized this style when he thought another person's statement was correct or agreed with him. In such a circumstance, he did not say generic phrases like "yeah, I agree," but rather echoed the other's stated statement as a sort of agreement with the declaration made by his interlocutors.
Then, out of the five categories of non-interactive delayed echolalia, there are three: non-focused, scenario association, and rehearsal. This particular variety is also one of the most common. Therefore, for such a topic, it was revealed that when an autistic person felt furious or anxious, the recall was highly proceeded with no intention of being referred to others. Owen usually produced non-focused non-interactive delayed echolalia when he was nervous, angry, or unhappy.
The researchers hope that further researchers who are interested in conducting research on the psycholinguistic topic, particularly on the method of how people with special needs communicate, will use this study as a reference or will apply any other different perspectives for analyzing the method of how children with autism communicate, particularly in the context of delayed echolalia. Furthermore, by utilizing additional objects and instruments, the specialized research on the topic of delayed echolalia could be widened. This unique research still had certain flaws, but the researchers expect that this study will provide additional knowledge for other people learning how specific people with Functional Delayed Echolalia: Insights from a Movie, Qonitah Nuri Humaira, Emy Sudarwati https://jurnal.uisu.ac.id/index.php/languageliteracy 353 Nationally Accredited SINTA 3, and indexed in DOAJ and Copernicus requirements communicate and how we are supposed to respond, behave, and maybe aid them.
The findings of this study may be able to empirically help providing evidence or information dealing with echolalia in a child with autism disorder. More studies need to be conducted by involving more research participants to get thorough and more extensive review on language performances performed by persons with Autism syndrome. In addition, the result of this study may also give a positive impact on whoever who happen to have similar cases of how to deal with children suffering from echolalia as a result of its autism disorder and provide information about their language development in order to subsequently identify the best option to handle them with care