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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-09-2007 | Original Paper

Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention

Auteurs: Brooke Ingersoll, Elizabeth Lewis, Emily Kroman

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2007

Abstract

Children with autism exhibit deficits in the imitation and spontaneous use of descriptive gestures. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, has ben shown to increase object imitation skills in young children with autism. A single-subject, multiple-baseline design acroess five young children with autism was used to determine whether RIT could be adapted to target the imitation of descriptive gestures. All participants increased their imitation of gestures in the treatment setting and on a structured imitation assessment. Gains generalized to a novel therapist, setting, and materials and maintained at a 1-month follow-up. Three participants also increased their spontaneous use of descriptive gestures. These results provide support for the effectiveness of a naturalistic intervention for teaching gesture imitation.

vorige artikel Comparing Functional Assessment Methodologies: A Quantitative Synthesis

volgende artikel Individual and Environmental Determinants of Engagement in Autism

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Titel: Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention
Auteurs: Brooke Ingersoll
Elizabeth Lewis
Emily Kroman
Publicatiedatum: 01-09-2007
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2007
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-006-0221-z

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