Titre : |
Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Brooke R. INGERSOLL, Auteur |
Année de publication : |
2012 |
Article en page(s) : |
p.1768-1773 |
Langues : |
Anglais (eng) |
Mots-clés : |
Autism Imitation Intervention Social Reciprocal imitation training |
Index. décimale : |
PER Périodiques |
Résumé : |
Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These findings suggest the intervention improves social functioning in children with ASD. |
En ligne : |
http://dx.doi.org/10.1007/s10803-011-1423-6 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 |
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1768-1773