Imitation Skill Development in Children with Autism Spectrum Disorders: Teacher-Directed versus Child-Directed Tasks
Date of Award
Master of Science (MS)
Department of Psychology: School Psychology
Karla J. Doepke
Imitation, defined as a means by which individuals copy another person's behavior, serves as a natural method of learning for typically developing children (Sevlever & Gillis, 2010). For children with autism, imitation skills are often impaired, which may result in further social and language deficits (Ingersoll, 2008; Whiten & Brown, 1999). The current study directly examined the effectiveness of two imitation training interventions on the development of spontaneous imitation and expressive language skills in young children diagnosed with autism spectrum disorders. Results indicated that no one intervention proved equally effective across participants; however, both interventions positively impacted expressive language development, as increases in expressive language skills were noted following both interventions. Several factors, including autism symptom severity and related social behavioral skill levels, may be explain the study's findings.
Karlen, Claire Elizabeth, "Imitation Skill Development in Children with Autism Spectrum Disorders: Teacher-Directed versus Child-Directed Tasks" (2014). Theses and Dissertations. 189.
Imported from ProQuest Karlen_ilstu_0092N_10278.pdf