Swipe om te navigeren naar een ander artikel
Children with autism exhibit significant deficits in imitation skills. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, was developed to teach young children with autism to imitate during play. This study used a randomized controlled trial to evaluate the efficacy of RIT on elicited and spontaneous imitation skills in 21 young children with autism. Results found that children in the treatment group made significantly more gains in elicited and spontaneous imitation, replicating previous single-subject design studies. Number of spontaneous play acts at pre-treatment was related to improvements in imitation during the intervention, suggesting that children with a greater play repertoire make greater gains during RIT.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Baer, D. M., Peterson, R. F., & Sherman, J. A. (1967). The development of imitation by reinforcing behavioral similarity to a model. Journal Experimental Analysis of Behavior, 10, 405–416. CrossRef
Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The emergence of symbols: Cognition and communication in infancy. New York: Academic Press.
Bayley, N. (2005). Bayley scales of infant and toddler development (3rd ed.). San Antonio, TX: Psychological Corporation.
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63.
Hwang, B., & Hughes, C. (2000). Increasing early social-communicative skills of preverbal preschool children with autism through social interactive training. The Journal of the Association for Persons with Severe Handicaps, 25(1), 18–28. CrossRef
Ingersoll, B. (2008a). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21(2), 107–119. CrossRef
Ingersoll, B. (2008b). The effect of context on imitation skills in children with autism. Research in Autism Spectrum Disorders, 2(2), 332–340. CrossRef
Klinger, L. G., & Dawson, G. (1992). Facilitating early social and communicative development in children with autism. In S. F. Warren & J. E. Reichle (Eds.), Causes and effects in communication and language intervention (Vol. 1, pp. 157–186). Baltimore, MD: Paul H. Brookes.
Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., et al. (2000). The autism diagnostic observation schedule—generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. CrossRefPubMed
Metz, J. (1965). Conditioning generalized imitation in autistic children. Journal of Experimental Child Psychology, 4, 389–399.
Nadel, J. (2002). Imitation and imitation recognition: Functional use in preverbal infants and nonverbal children with autism. In A. Meltzoff & W. Prinz (Eds.), The imitative mind: Development, evolution, and brain bases. Cambridge studies in cognitive perceptual development (pp. 42–62). New York: Cambridge University Press. CrossRef
Rogers, S. J., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of Child Psychology and Psychiatry and Allied Disciplines, 44(5), 763–781. CrossRef
Schreibman, L., Kaneko, W. M., & Koegel, R. L. (1991). Positive affect of parents of autistic children: A comparison across two teaching techniques. Behavior Therapy, 22(4), 479–490. CrossRef
Seibert, J. M., Hogan, A. E., & Mundy, P. C. (1982). Assessing interactional competencies: The early social-communication scales. Infant Mental Health Journal, 3(4), 244–245. CrossRef
Sigman, M., & Ungerer, J. A. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology, 20(2), 293–302. CrossRef
Snow, C. E. (1989). Imitativeness: A trait or a skill. The many faces of imitation in language learning, 73–90.
Twisk, J. & Proper, K. (2004). Evaluation of the results of a randomized controlled trial: How to define changes between baseline and follow-up. Journal of Clinical Epidemiology, 57, 223–228.
Uzgiris, I. C. (1991). The social context of infant imitation. In M. Lewis & S. Feinman (Eds.), Social influences and socialization in infancy (pp. 215–251). New York: Plenum Press.
Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002). Preschool language scale (4th ed.). San Antonio, TX: The Psychological Corporation.
- Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism
- Springer US