L’imitation au service de l’autisme: une étude pilote

Scarpa, O.; François, M.; Gobert, L.; Bourger, P.; Dall’Asta, A.; Rabih, M; Taillemite, A.; Weissenbach, L.; Grégoire, Alain; Kremer, Natan Schmitz; Labarhi, E.; Michalski, Sergiusz; Parmentier, Davy; Picaut, G.; Pierret, Benoît; Plujat, S.; Ramillon, E.; Han, Bora; Nadel, Jacqueline

doi:10.4074/s001375451200403x

Cited by 9 publications

(5 citation statements)

References 19 publications

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“…Three variables were chosen as the primary measures: developmental age in the Vineland Adaptive Behaviour Scale (VABS), communication and socialization scores and the Nadel imitation scale (NIS) score [ 38 ]. The secondary outcomes were the developmental ages of imitation and verbal communication according to the Psycho-Educational Profile – Revised (PEP-R) scale and the severity of autism according to the CARS.…”

Section: Methodsmentioning

confidence: 99%

“…Since we do not have tables for converting raw scores into standard scores from sampling in the French population, the results of the evaluations are expressed in months of developmental age. The NIS [ 38 ] was added as a primary variable because we aimed to include children with severe intellectual disability as well (developmental age < 18 months), for whom the NIS is better suited, because imitation is a very early skill in development. The NIS provides preverbal communication scores, with a focus on imitation.…”

Section: Methodsmentioning

confidence: 99%

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Clinical outcomes of interactive, intensive and individual (3i) play therapy for children with ASD: a two-year follow-up study

Pittala

Saint-Georges-Chaumet²,

Favrot³

et al. 2018

BMC Pediatr

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BackgroundThe outcomes of psycho-educational interventions for Autism Spectrum Disorders (ASDs) comorbid with severe to moderate intellectual disability (ID) are insufficiently documented. In this prospective study, we examined a developmental individual, interactive and intensive approach, called the ‘3i method’, which is based on play therapy.MethodsTwenty DSM-IV-TR ASD subjects (mean chronological age 63.8 ± 37.8 months; mean developmental age 19.5 ± 6.6 months) were included and followed the 3i method for 24 months. Developmental and behavioural skills were assessed at baseline and after 24 months using the VABS, PEP-R and Nadel Imitation scale. Autism severity was evaluated using the Child Autism Rating Scale (CARS) and the Autism Diagnostic Interview (ADI-R).ResultsAfter 2 years of the 3i method, our 3 primary outcome variables significantly increased (VABS developmental age of socialization increased by 83%, age of communication by 34%, and Nadel Imitation score by 53%). Almost all VABS and PEP-R domains significantly improved. Additionally, increases in the VABS socialization score were positively correlated with the total number of treatment hours and CARS score; all ADI-R areas significantly decreased; and diagnoses had changed in 47.5% of the subjects (37% for PDD-NOS and even 10.5% for ID without PDD).ConclusionChildren who followed the 3i method for 2 years had significantly improved behavioural and developmental skills and showed a clear decrease in autism severity. These results suggest that the 3i method may be useful for autistic children by improving their daily interactions with their social environment.Trial registrationwas retrospectively registered on May 20th, 2014 by the French Agency for drug and health (ANSM) under number ID-RCB 2014-A00542–45, reference: B148558–31.Electronic supplementary materialThe online version of this article (10.1186/s12887-018-1126-7) contains supplementary material, which is available to authorized users.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Clinical outcomes of interactive, intensive and individual (3i) play therapy for children with ASD: a two-year follow-up study

Pittala

Saint-Georges-Chaumet²,

Favrot³

et al. 2018

BMC Pediatr

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“…Ainsi, nos résultats rappellent tout d'abord la nécessité de ne pas mettre de côté les deux piliers d'une communication par l'imitation dans l'accompagnement quotidien des enfants ayant un TSA. Dans la littérature, des travaux témoignent d'ailleurs des effets bénéfiques que peut avoir la mise en place de programmes d'intervention centrés sur l'entraînement à l'imitation réciproque dans un contexte naturaliste d'interaction sociale [60], [61]. Dans des contextes écologiques et inclusifs comme l'école, les élèves au développement typique pourraient notamment constituer des partenaires intéressants avec lesquels la communication par l'imitation gagnerait à être favorisée.…”

Section: Discussionunclassified

Trajectoires développementales des différentes formes d’imitation et de leurs relations avec le développement cognitif et communicatif chez des enfants présentant un TSA

Briet

Maner-Idrissi

Plumet³

et al. 2022

Neuropsychiatrie de l'Enfance et de l'Adolescence

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“…One‐third of the toys were new to the child to arouse curiosity, one‐third were intended to arouse interest in and recognition of familiar objects (e.g., a flashlight and a doll) and one‐third were expected to illustrate the child's level of object manipulation (e.g., balls, cars and blocks). The reason for including familiar toys was to reduce any initial resistance and/or anxiety in the child (Scarpa, François, Gobert, et al., ). During the session, the therapist (clinical supervisor or preschool teacher) directly imitated all behaviours exhibited by the child, such as fine‐motor and gross‐motor movements, gestures, facial expressions, sounds, vocalisation and speech.…”

Section: Methodsmentioning

confidence: 99%

Comparing Imitation Responding and IBT for children with ASD, a preschool intervention

Janson

Heimann

Tjus

2019

Research in Spec Educ Needs

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The present study examined the effectiveness of two interventions, Imitation Responding (IR) and Intensive Behavior Treatment (IBT) used as initial treatment programs for autistic children enrolled in ordinary preschools. The interventions were carried out by parents and/or preschool teachers with supervision from Child Adolescent Habilitation and Health Clinics. Children were randomly assigned to either the IR group or the IBT group. The IR group received a new focused imitation treatment averaging 2.2 hours per week, while the children in the IBT group received 14.4 hours treatment per week. The outcome was measured with subscales from PEP‐3 and Vineland‐II, covering language and social domains. The between‐group comparison revealed no significant differences in effect of treatment during the 5 months that encompassed the period from pre‐ to posttest. Within‐group comparisons revealed significant changes on four subscales for the IR‐group, with the highest effect sizes for play and expressive language, while for the children in the IBT‐group a significant gain was evident for five subscales with the highest effect sizes observed for expressive and receptive language. These findings suggest that IR can be used as an initial and complementary method in settings where IBT is usually the primary treatment of choice.

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L’imitation au service de l’autisme: une étude pilote

Cited by 9 publications

References 19 publications

Clinical outcomes of interactive, intensive and individual (3i) play therapy for children with ASD: a two-year follow-up study

Clinical outcomes of interactive, intensive and individual (3i) play therapy for children with ASD: a two-year follow-up study

Trajectoires développementales des différentes formes d’imitation et de leurs relations avec le développement cognitif et communicatif chez des enfants présentant un TSA

Comparing Imitation Responding and IBT for children with ASD, a preschool intervention

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