Abstract
Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation
to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to
evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning
in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations
at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social
functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These
findings suggest the intervention improves social functioning in children with ASD.
to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to
evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning
in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations
at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social
functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These
findings suggest the intervention improves social functioning in children with ASD.
- Content Type Journal Article
- Category Brief Report
- Pages 1-6
- DOI 10.1007/s10803-011-1423-6
- Authors
- Brooke Ingersoll, Michigan State University, 105B Psychology Building, East Lansing, MI 48824, USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257