Journal of Autism and Developmental Disorders

, 36:487

Teaching Reciprocal Imitation Skills to Young Children with Autism Using a Naturalistic Behavioral Approach: Effects on Language, Pretend Play, and Joint Attention

Authors

    • University of California
    • Department of PsychologyLewis and Clark College
  • Laura Schreibman
    • University of California
Article

DOI: 10.1007/s10803-006-0089-y

Cite this article as:
Ingersoll, B. & Schreibman, L. J Autism Dev Disord (2006) 36: 487. doi:10.1007/s10803-006-0089-y

Abstract

Children with autism exhibit significant deficits in imitation skills which impede the acquisition of more complex behaviors and socialization, and are thus an important focus of early intervention programs for children with autism. This study used a multiple-baseline design across five young children with autism to assess the benefit of a naturalistic behavioral technique for teaching object imitation. Participants increased their imitation skills and generalized these skills to novel environments. In addition, participants exhibited increases in other social-communicative behaviors, including language, pretend play, and joint attention. These results provide support for the effectiveness of a naturalistic behavioral intervention for teaching imitation and offer a new and potentially important treatment option for young children who exhibit deficits in social-communicative behaviors.

KEY WORDS:

Autismimitationinterventionbehavioralsocial communication

Copyright information

© Springer Science+Business Media, Inc. 2006