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

2010 ◽  
Vol 41 (5) ◽  
pp. 654-666 ◽  
Author(s):  
Teresa A. Cardon ◽  
M. Jeanne Wilcox
Keyword(s):  
Young Children ◽  
Video Modeling ◽  
Children With Autism ◽  
Reciprocal Imitation Training ◽  
Young Children With Autism ◽  
Reciprocal Imitation

Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1601-1606
Author(s):  
Trevor A Hall ◽  
Sarah Mastel ◽  
Robert Nickel ◽  
Allison Wainer
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Phase 1 ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Treatment Services ◽  
Reciprocal Imitation Training ◽  
Young Children With Autism ◽  
Reciprocal Imitation

Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented.

Effects of coaching on the fidelity of parent implementation of reciprocal imitation training

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1497-1507 ◽  
Author(s):  
Ashley Penney ◽  
Ilene Schwartz
Keyword(s):  
Children With Autism ◽  
Didactic Training ◽  
Reciprocal Imitation Training ◽  
Young Children With Autism ◽  
Spontaneous Imitation ◽  
Social Communicative ◽  
Parent Implementation ◽  
Reciprocal Imitation ◽  
Communicative Skill

Imitation is an important early social communicative skill that is often impaired in young children with autism. Reciprocal imitation training is an easy-to-implement intervention that targets social imitation and can be taught to parents or other caregivers to implement at home and in the community. In this study, parents of children with autism were taught to implement reciprocal imitation training. The quality of parent fidelity of intervention implementation and rates of child spontaneous imitation were examined in three phases: baseline, post-didactic training, and after the introduction of 1:1 coaching. The results suggest that coaching improved parent fidelity with all parent participants, and this correlated to an increase in spontaneous imitation with some of the child participants.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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