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

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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.

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Acknowledgments

This study was supported by a grant from the Organization for Autism Research and the M.I.N.D. Institute Scholars Program and a N.L. Tartar Research Fellowship Award to the first author. We are grateful to the children and their families who participated in this research. We would also like to thank Laura Schreibman, PhD for her advisement, and Samantha Gergans, Meredith Maxon, and Johnny Askew for their assistance on this project.

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Authors and Affiliations

  1. Department of Psychology, Lewis & Clark College, 0615 SW Palatine Hill Road, Portland, OR, 97219, USA

    Brooke Ingersoll, Elizabeth Lewis & Emily Kroman

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  1. Brooke Ingersoll
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  2. Elizabeth Lewis
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  3. Emily Kroman
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Correspondence to Brooke Ingersoll.

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Ingersoll, B., Lewis, E. & Kroman, E. Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention. J Autism Dev Disord 37, 1446–1456 (2007). https://doi.org/10.1007/s10803-006-0221-z

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