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During imitation, skill transfer occurs by learning and representing appropriate goal-directed sequences of motor primitives.
This study examined the relationship between joint attention ability and oromotor imitation skill in three groups of young children with and without Autism Spectrum Disorder using both nonverbal oral and verbal motor imitation tasks.
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Imitation skills maintained post treatment and, to varying degrees, generalized to imitation of live models.
Motor imitation skills are usually targeted early in intervention with children with autism.
All four children made substantial gains in their imitation skills during caregiver implemented treatment.
Reciprocal imitation training (RIT) is a naturalistic imitation intervention designed to teach spontaneous imitation skills during play.
For children with Autism Spectrum Disorder (ASD), increased imitation skills appear to be related to increased skill development in a variety of areas.
Ingersoll, B. & Schreibman, L. Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: effects on language, pretend play, and joint attention.
The purpose of this research was to determine if there is a functional relation between caregiver implemented Video Modeling Imitation Training (VMIT) via iPad and increased imitation skills in young children with autism.
These findings replicate the results from previous studies, indicating that RIT is effective for teaching imitation skills to young children with autism in a naturalistic setting and extend the findings to parents.
With such a short retention span, dogs' vaunted imitation skills seemed useless.
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