The Effect of a Parent-Implemented Imitation Intervention on Spontaneous Imitation Skills in Young Children with Autism

Autor/inn/en	Ingersoll, Brooke; Gergans, Samantha
Titel	The Effect of a Parent-Implemented Imitation Intervention on Spontaneous Imitation Skills in Young Children with Autism
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 28 (2007) 2, S.163-175 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2006.02.004
Schlagwörter	Imitation; Training; Intervention; Autism; Young Children; Play; Nonverbal Communication; Mothers; Parents as Teachers; Instructional Effectiveness; Training Methods + Suchen Sie Ihr Suchwort? Ausbildung; Autismus; Frühe Kindheit; Spiel; Non-verbal communication; Nonverbale Kommunikation; Mother; Mutter; Unterrichtserfolg; Didaktik; Trainingsmaßnahme
Abstract	Children with autism exhibit significant deficits in their ability to spontaneously imitate the play actions and descriptive gestures of others. Reciprocal imitation training (RIT) is a naturalistic imitation intervention designed to teach spontaneous imitation skills during play. This study assessed the effectiveness of parent-implemented RIT using a multiple-baseline design across three young children with autism and their mothers. After an initial baseline, mothers were taught to implement RIT techniques with their child twice a week for 10 weeks in a clinic setting. Two mothers were taught to use RIT to teach object imitation. The third mother was taught to use RIT to target both object and gesture imitation in a multiple-baseline design across behaviors. Generalization was assessed in the families' homes at the end of treatment and a 1-month follow-up. Parents learned to use the intervention strategies and their children exhibited increases in spontaneous imitation. These findings replicate the results from previous studies, indicating that RIT is effective for teaching imitation skills to young children with autism in a naturalistic setting and extend the findings to parents. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10