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Eye Tracking Young Children with Autism
Published on: March 27, 2012
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Teaching Imitation to Young Children with Autism Spectrum Disorder Using Discrete Trial Training and Contingent
1University of Washington, Box 357925, Seattle, WA 98195 USA.
Journal of Developmental and Physical Disabilities
|October 11, 2021
Summary
This study combined discrete trial teaching with contingent imitation to improve imitation skills in young children with autism spectrum disorder (ASD). Some children showed improvement, particularly those with existing imitation abilities.
Area of Science:
- Developmental Psychology
- Applied Behavior Analysis
Background:
- Imitation is crucial for learning and social interaction in young children.
- Children with autism spectrum disorder (ASD) often face challenges in developing imitation skills.
- Existing interventions like discrete trial teaching (DTT) and contingent imitation are used to support imitation development.
Purpose of the Study:
- To investigate the efficacy of combining contingent imitation with DTT for teaching imitation skills to preschool children with ASD.
- To assess the impact of this combined approach on children who previously struggled with imitation.
Main Methods:
- A multiple probe design was employed across three preschool children with ASD.
- The intervention was implemented within the children's early learning classrooms.
- The study focused on children with pre-existing, albeit limited, imitation abilities.
Main Results:
- Intervention response varied among participants.
- Children with more advanced imitation skills at the start of the study showed better outcomes.
- The combined approach may enhance the propensity to imitate in children with some object engagement skills.
Conclusions:
- Combining contingent imitation with DTT might benefit young children with ASD who struggle with imitation, especially those with some foundational skills.
- Further research with robust designs is necessary to confirm these findings and refine imitation interventions for children with ASD.
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