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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
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Related Experiment Video

Updated: May 23, 2026

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
14:05

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Published on: January 23, 2017

An assessment of self-echoic behavior in young children.

John W Esch1, Barbara E Esch, Jordon D McCart

  • 1Esch Behavior Consultants, Inc.

The Analysis of Verbal Behavior
|April 6, 2012
PubMed
Summary
This summary is machine-generated.

Children with autism spectrum disorder may have a deficit in self-echoic behavior, which is crucial for language development. This study developed an assessment to identify this discrepancy, finding it more common in autistic children than typically developing peers.

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Last Updated: May 23, 2026

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Published on: February 25, 2016

Area of Science:

  • Behavioral psychology
  • Developmental psychology
  • Autism spectrum disorder research

Background:

  • Self-echoic behavior is theorized to be vital for emergent conditional discriminations, verbal operants, and problem-solving skills.
  • Behavioral interventions for autism often focus on echoic repertoires but overlook the specific stimulus control of self-echoic responses.

Purpose of the Study:

  • To develop and evaluate a novel assessment procedure for self-echoic responding.
  • To investigate the presence of discrepancies between echoic and self-echoic repertoires in children with and without autism spectrum disorders.

Main Methods:

  • A self-echoic assessment procedure was designed.
  • The assessment was administered to a cohort of children diagnosed with autism spectrum disorder and a control group of typically developing children.

Main Results:

  • Preliminary findings suggest a higher likelihood of a discrepancy between echoic and self-echoic repertoires in children with autism spectrum disorder.
  • This indicates a potential specific deficit in self-echoic behavior among individuals with autism.

Conclusions:

  • A notable difference in self-echoic repertoire development exists between children with and without autism spectrum disorder.
  • Further research is warranted to explore the therapeutic benefits of interventions targeting self-echoic responding in autism treatment.