Examination of correlates of different imitative functions in young children with autism spectrum disorders

Ingersoll, Brooke; Meyer, Katherine

doi:10.1016/j.rasd.2010.12.001

Cited by 65 publications

(44 citation statements)

References 24 publications

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“…A modified version of the Unstructured Imitation Assessment [UIA; Ingersoll & Meyer, ] was used here. The UIA is an imitation assessment examining a child's ability to imitate spontaneously in a social‐interactive context.…”

Section: Methodsmentioning

confidence: 99%

“…The modified UIA used here included nine actions with objects, each associated with a specific toy. While the original UIA contains ten object actions [see Ingersoll & Meyer, Table for descriptions of each action], our methodology (designed to maintain the integrity of the UIA while creating discrete periods of contingent imitation) required only nine objects. As such, we chose to exclude the item “feeding a stuffed bear” as a detailed analysis of item responses from all children who have completed the UIA in our laboratory indicated that children with ASD rarely imitated this target action.…”

Section: Methodsmentioning

confidence: 99%

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An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder

Berger

Ingersoll

2015

Autism Research

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Previous work has indicated that both typically developing children and children with Autism Spectrum Disorder (ASD) display a range of imitation recognition behaviors in response to a contingent adult imitator. However, it is unknown how the two groups perform comparatively on this construct. In this study, imitation recognition behaviors for children with ASD and typically developing children were observed during periods of contingent imitation imbedded in a naturalistic imitation task. Results from this study indicate that children with ASD are impaired in their ability to recognize being imitated relative to typically developing peers as demonstrated both by behaviors representing basic social attention and more mature imitation recognition. Display of imitation recognition behaviors was independent of length of contingent imitation period in typically developing children, but rate of engagement in imitation recognition behaviors was positively correlated with length of contingent imitation period in children with ASD. Exploratory findings also suggest a link between the ability to demonstrate recognition of being imitated and ASD symptom severity, language, and object imitation for young children with ASD.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder

Berger

Ingersoll

2015

Autism Research

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“…Within the cognitively-oriented theories, potential sources for language variation in children with ASD include child-level variation in: (a) the ability to coordinate attention between a referent of communication and the communication partner, (b) object knowledge (a source of communication topics), and (c) symbolic or representational abilities (Chawarska et al 2012; Clifford and Dissanayake 2009; Rodman et al 2010; Thiemann-Borque et al 2012; Walton and Ingersoll 2013). Within the socially-oriented theories, variation in social motivation, attention to others, and theory of mind have been cited as sources of variation in language of children with ASD (e.g., Camaioni 1997; Dawson et al 1998; Ingersoll and Meyer 2011; Klin et al 2003; Mundy and Newell 2007; Paul et al 2007; Senju 2013; Tomasello et al 2005; Wetherby and Prutting 1984). Within the motor-oriented theories, variations in motor planning and motor execution have been noted as possible sources of variation in expressive language in preschoolers with ASD (Gernsbacher et al 2008; Belmonte et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders

Yoder

Watson

Lambert

2014

J Autism Dev Disord

172

192

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Eighty-seven preschoolers with autism spectrum disorders who were initially nonverbal (under 6 words in language sample and under 21 parent-reported words said) were assessed at five time points over 16 months. Statistical models that accounted for the intercorrelation among nine theoretically- and empirically-motivated predictors, as well as two background variables (i.e., cognitive impairment level, autism severity), were applied to identify value-added predictors of expressive and receptive spoken language growth and outcome. The results indicate that responding to joint attention, intentional communication, and parent linguistic responses were value-added predictors of both expressive and receptive spoken language growth. In addition, consonant inventory was a value-added predictor of expressive growth; early receptive vocabulary and autism severity were value-added predictors of receptive growth.

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“…Generalized imitation is an important foundational skill for children because it allows them to learn skills via modeling (Bandura, ). In addition, imitation skills have been shown to be positively correlated with the development of communication (Gregory, DeLeon, & Richman, ; Stone & Yoder, ; Toth, Munson, Meltzoff, & Dawson, ), cognition (Strid, Tjus, Smith, Meltzoff, & Heimann, ), and social behavior (Ingersoll & Meyer, ; Stone, Ousley, & Littleford, ). Establishing imitative behavior in children with ASD is critically important because it has the potential to facilitate faster acquisition of other skills.…”

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confidence: 99%

A preliminary investigation of fixed and repetitive models during object imitation training

Deshais

Vollmer

2019

J of App Behav Analysis

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Empirically based guidelines for imitation training for children with Autism Spectrum Disorder (ASD) are limited and there is no existing evidence about what types of imitative models foster faster acquisition of imitation in children with ASD. We compared rates of acquisition for two different methods for presenting the imitative model (i.e., repetitive, fixed) in simple (Experiment 1) and conditional (Experiment 2) discrimination arrangements. The results suggest that some children with ASD may acquire imitation more rapidly when repetitive models, rather than fixed models are used to present the target skill. In Experiment 3, we investigated the features of object imitation models that might influence acquisition. The results of Experiment 3 suggest that the dynamic nature of repetitive models might be responsible for the differential acquisition we observed in the earlier two Experiments. Additionally, the presence of an outcome (e.g., stacked blocks) during training does not enhance acquisition.

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Examination of correlates of different imitative functions in young children with autism spectrum disorders

Cited by 65 publications

References 24 publications

An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder

An Evaluation of Imitation Recognition Abilities in Typically Developing Children and Young Children with Autism Spectrum Disorder

Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders

A preliminary investigation of fixed and repetitive models during object imitation training

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