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Promoting Imitation in Young Children with Autism: A Comparison of Reciprocal Imitation Training and Video Modeling

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Abstract

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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Acknowledgments

Support for this research was provided by the Interdisciplinary Doctoral Training Focusing on Young Children with Disabilities in the Southwest Borderlands (H325D060009), funded by the US Department of Education (USDOE). A special thanks goes to the participants and their families. Special thanks also go to Rene Utianksi for her support as a graduate assistant.

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Authors and Affiliations

  1. Department of Speech and Hearing Science, Arizona State University, Phoenix, AZ, USA

    Teresa A. Cardon & M. Jeanne Wilcox

  2. Department of Speech and Hearing Science, Washington State University, P.O. Box 1495, Spokane, WA, 99210-1495, USA

    Teresa A. Cardon

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  1. Teresa A. Cardon
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  2. M. Jeanne Wilcox
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Correspondence to Teresa A. Cardon.

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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.

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Cardon, T.A., Wilcox, M.J. Promoting Imitation in Young Children with Autism: A Comparison of Reciprocal Imitation Training and Video Modeling. J Autism Dev Disord 41, 654–666 (2011). https://doi.org/10.1007/s10803-010-1086-8

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