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Updated: Aug 7, 2026
06:35
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
The development of generalized imitation within topographically determined boundaries
E Garcia1, D M Baer, I Firestone
1The University of Kansas.
Journal of Applied Behavior Analysis
|July 1, 1971
Summary
This study explored imitation development in children with severe intellectual disabilities. While children learned new imitative behaviors, generalization was limited to trained response types.
Area of Science:
- Behavioral Psychology
- Developmental Psychology
- Applied Behavior Analysis
Background:
- Imitation is a crucial developmental skill.
- Understanding imitation acquisition in children with severe intellectual disabilities is important for targeted interventions.
Purpose of the Study:
- To investigate the development of an imitative repertoire in severely intellectually disabled children.
- To examine the extent of generalized imitation following behavioral training.
Main Methods:
- Employed a multiple baseline design across participants.
- Utilized shaping and fading procedures to train motor and vocal imitation.
- Assessed unreinforced imitative generalization using probe responses of varying topographical complexity.
Main Results:
- All participants demonstrated generalized imitation of untrained responses.
- Generalization was confined to the specific topographical types of imitation being trained or previously trained.
- Imitation acquisition was observed within preselected topographical boundaries.
Conclusions:
- Behavioral interventions can establish imitation skills in children with severe intellectual disabilities.
- Generalized imitation is possible but appears constrained by the trained response topography.
- Further research is needed to enhance generalization across different response types.
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