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This work was completed as part of a doctoral dissertation requirement at Arizona State University. Opinions expressed within this article reflect the views of the authors and no official endorsement by the USDOE should be inferred.
The inability to imitate is a salient diagnostic marker for autism. It has been suggested that for children with autism, imitation may be a prerequisite skill that can assist in the development of various skills. Using a multiple baseline design across subjects, the purpose of this research was to determine if two interventions, reciprocal imitation training and video modeling were effective in promoting imitation acquisition in young children with autism. Six boys were matched across various features (i.e., age, language, autism severity) and randomly placed in a treatment condition. Results indicated that all six participants increased their imitation skills to varying degrees in both conditions, and imitation maintained and generalized at higher than baseline levels post treatment.
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- Promoting Imitation in Young Children with Autism: A Comparison of Reciprocal Imitation Training and Video Modeling
Teresa A. Cardon
M. Jeanne Wilcox
- Springer US