Effects of Context and Facial Expression on Imitation Tasks in Preschool Children with Autism

Autor/inn/en	Markodimitraki, Maria; Kypriotaki, Maria; Ampartzaki, Maria; Manolitsis, George
Titel	Effects of Context and Facial Expression on Imitation Tasks in Preschool Children with Autism
Quelle	In: Early Child Development and Care, 183 (2013) 9, S.1276-1292 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.721357
Schlagwörter	Imitation; Task Analysis; Autism; Nonverbal Communication; Preschool Children; Screening Tests; Check Lists; Multivariate Analysis; Effect Size; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Autismus; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Screening-Verfahren; Checkliste; Multivariate Analyse; Ausland; Griechenland
Abstract	The present study explored the effect of the context in which an imitation act occurs (elicited/spontaneous) and the experimenter's facial expression (neutral or smiling) during the imitation task with young children with autism and typically developing children. The participants were 10 typically developing children and 10 children with autism (mean chronological age: 72 months). They were tested in imitation of tasks and facial expressions posed by the researcher. The results showed that, compared with typically developing children, children with autism: (a) engaged less in imitation of action with objects, (b) had more difficulties with the imitation of facial expressions in the elicited condition, and (c) performed less accurately both at imitating the experimenter's facial expression and on tasks involving the simultaneous imitation of action with objects and facial expression, and (d) the type of the experimenter's facial expression did not influence the imitative performance of either group in either the elicited or the spontaneous condition. The present study attempts to advance investigation of imitative ability and impairment in autism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10