Imitation and pantomime in high-functioning adolescents with autism spectrum disorders

Area of Science:

• Neuroscience
• Developmental Psychology
• Cognitive Science

Background:

• Autism spectrum disorder (ASD) is characterized by social and communication impairments.
• Previous research suggests deficits in imitation and pantomime tasks in individuals with ASD.
• Two main hypotheses, symbolic and executive function, attempt to explain these deficits.

Purpose of the Study:

• To investigate the underlying mechanisms of imitation and pantomime deficits in autism spectrum disorder.
• To differentiate between a symbolic deficit hypothesis and an executive function hypothesis.
• To explore the role of meaning and sequence processing in these tasks.

Main Methods:

• The study included 17 high-functioning adolescents with autism spectrum disorder and 15 matched controls.
• Facial and manual imitation tasks manipulated meaning and sequence.
• Pantomime and control tasks manipulated sequence.
• Recognition memory and motor control tasks served as controls.

Main Results:

• The symbolic deficit hypothesis was not supported; meaning improved performance in the autism group.
• Partial support was found for the executive deficit hypothesis.
• No significant group differences were observed in motor control or recognition memory tasks.

Conclusions:

• Imitation and pantomime deficits in autism spectrum disorder are not explained by a symbolic deficit.
• Executive function impairments may play a partial role in these observed deficits.
• Basic motor and memory functions appear intact in this population.