According to the American DSM-5 classification, Autism Spectrum Disorder (ASD) is diagnosed if there is persistent deficit in social communication and social interactions with present limitations, repeated processing of behaviors, interests, or activities. The prevalence of children with ASD has been steadily increasing in the last ten years. Data from the U.S. Centers for Disease Control and Prevention since 2012 show that 1 in 59 children is recognized as a child with ASD. The criteria for diagnosing ASD according to DSM-5 also include the following: display of stereotypical or repetitive motor movements, object use or speech (simple motor stereotypes, arranging toys or pounding objects, echolalia, idiosyncratic phrases). Echolalia is a form of verbal imitation i.e. repetitions of speech and can be immediate or delayed. This paper will provide an overview of papers and data obtained on this topic in order to summarize the current knowledge that is fundamental to further research. An analysis of previous work and research has concluded that the amount of immediate and delayed echolalia in the speech of a child with ASD is very individual and depends on many factors. In the analized research (Prizant and Rydell, 1984) delayed echoalia predominates in the speech of children, although it is difficult to generalize given the small number of respondents. The communicative function that is mostly produced in immediate echolalia is turn-taking. Echolalia is also used for many other communication functions (e.g., request, rehearsal, yes-answer) as well as a mean of self-regulation. It represents a path in which we can incorporate strategies that lead to successful language acquisition and functional communication. It is important to get to understand echolalia in order to plan and carry out an intervention with a child with ASD as successfully as possible, to give the child as many opportunities for communication as possible and to correctly educate the public.