Generalized imitation and the mand: inducing first instances of speech in young children with autism

It has been suggested that the use of a generalized motor imitation sequence before a vocal model may be an effective procedure for teaching nonvocal children with autism to speak. However, the tactic has rarely been empirically demonstrated. The purpose of this experiment was to test the effects of...

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Bibliographic Details
Published in:Research in developmental disabilities 2003, Vol.24 (1), p.58-74
Main Authors: Ross, Denise E., Greer, R.Douglas
Format: Article
Language:English
Subjects:
Autism
Autistic Disorder - complications
Autistic Disorder - rehabilitation
Biological and medical sciences
Child
Child clinical studies
Child, Preschool
Developmental disorders
Elementary Education
Female
generalized imitation
Humans
Imitation
Infantile autism
Instructional Effectiveness
Male
mand
Mands
Medical sciences
Motor Reactions
Motor Skills
Outcomes of Treatment
Physical Activities
Positive Reinforcement
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Speech
Speech Communication
Speech Disorders - etiology
Speech Disorders - rehabilitation
Speech Therapy - methods
Teaching Methods
Treatment Outcome
Young Children
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Summary:It has been suggested that the use of a generalized motor imitation sequence before a vocal model may be an effective procedure for teaching nonvocal children with autism to speak. However, the tactic has rarely been empirically demonstrated. The purpose of this experiment was to test the effects of presenting a rapid generalized motor imitation sequence before an opportunity to imitate on the vocal speech of nonvocal children with autism. Participants emitted no vocal imitations during a mand training baseline. During the intervention, a rapid motor imitation sequence was presented before an opportunity to imitate a model’s vocalizations. The teacher’s presentation of the rapid motor imitation sequence was then faded by presenting an opportunity to vocally imitate without the sequence followed by an opportunity to independently mand. Results of the intervention phase indicated that all of the participants began to vocalize with the generalized motor imitation sequence and that mands were maintained during a follow-up phase and 3-month follow-up probes.
ISSN:0891-4222
1873-3379
DOI:10.1016/S0891-4222(02)00167-1