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Gepubliceerd in: Journal of Autism and Developmental Disorders 8/2012

01-08-2012 | Brief Report

Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism

Auteur: Brooke Ingersoll

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2012

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Abstract

Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These findings suggest the intervention improves social functioning in children with ASD.
Voetnoten
1
Outcome data based on the imitation measures were reported elsewhere (Ingersoll 2010).
 
2
Gestures were not targeted for three children due to their low developmental age (<15 months).
 
3
Given our small sample size, we also used the bootstrapping multivariate extension of the Sobel test developed by Preacher and Hayes (2004) to test for mediation. The results were unchanged.
 
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Metagegevens
Titel
Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism
Auteur
Brooke Ingersoll
Publicatiedatum
01-08-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 8/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-011-1423-6

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