Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention

  title={Teaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention},
  author={Brooke Ingersoll and Elizabeth Lewis and Emily Kroman},
  journal={Journal of Autism and Developmental Disorders},
Children with autism exhibit deficits in the imitation and spontaneous use of descriptive gestures. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, has ben shown to increase object imitation skills in young children with autism. A single-subject, multiple-baseline design acroess five young children with autism was used to determine whether RIT could be adapted to target the imitation of descriptive gestures. All participants increased their imitation of gestures in… 

The impact of object and gesture imitation training on language use in children with autism spectrum disorder.

These findings suggest that adding gesture imitation training to object imitation training can lead to greater gains in rate of language use than object imitation alone.

Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism

  • B. Ingersoll
  • Psychology, Medicine
    Journal of autism and developmental disorders
  • 2010
Results found that children in the treatment group made significantly more gains in elicited and spontaneous imitation, replicating previous single-subject design studies and suggesting that children with a greater play repertoire make greater gains during RIT.

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Support is provided for the effectiveness of a naturalistic behavioral intervention for teaching imitation and a new and potentially important treatment option for young children who exhibit deficits in social-communicative behaviors is offered.

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Four children with autism were taught to use gestures in combination with oral communication and generalization measures indicated that the children learned to respond in the presence of novel stimuli and a novel setting.

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Results suggested that imitation of body movements and imitation of actions with objects represent independent dimensions, and improvements in both motor imitation domains occurred over a 1-year period.

Gesture imitation in autism I: nonsymbolic postures and sequences.

  • I. Smith
  • Psychology
    Cognitive neuropsychology
  • 1998
The ability of children and adolescents with autism to imitate nonsymbolic manual postures and sequences is investigated to suggest their difficulty in assuming another's perspective may be apparent at the level of simple actions.

Imitation performance in toddlers with autism and those with other developmental disorders.

Imitation skills were differentially impaired in young children with autism, and lack of social cooperation did not account for their poor performance, but Hypotheses about a specific dyspraxic deficit underlying the imitation performance in autism were not supported.

The Collateral Effects of Joint Attention Training on Social Initiations, Positive Affect, Imitation, and Spontaneous Speech for Young Children with Autism

Results support the hypothesis that teaching joint attention skills leads to improvement in a variety of related skills and have implications for the treatment of young children with autism.

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

The results provided no support for the symbolic deficit hypothesis; meaning aided rather than hindered the performance of the group with autism, and partial support was found for the executive deficit hypothesis.

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Treatment and generalization data demonstrated that manipulation of parameters of natural language interactions and motivational techniques resulted in broadly generalized treatment gains.

Symbolic gesturing in normal infants.

The spontaneous development by normal infants of nonverbal gestures to symbolically represent objects, needs, states, and qualities are presented and it is made that these gestures and early words are both representative of common underlying mechanisms, in particular, the recognition that things have names.

The understanding and use of interpersonal gestures by autistic and Down's syndrome children

Almost all gestures were perfectly understood, that is, correctly responded to, by normal children from age 5 onwards, and by all the handicapped groups, regardless of diagnosis or degree of retardation, but the ability to initiate such gestures on verbal request was generally less good, especially in the less able autistic groups.