Imitating the Child with Autism: A Strategy for Early Intervention? / Jane LIDSTONE in Autism - Open Access, 4-1 ([01/01/2014])  

Public ISBD [article]  inAutism - Open Access > 4-1 [01/01/2014] . - 4 p. Titre : Imitating the Child with Autism: A Strategy for Early Intervention? Type de document : Texte imprimé et/ou numérique Auteurs : Jane LIDSTONE, Auteur ; Mirko ULJAREVIC, Auteur ; Hilary KANARIS, Auteur ; Julie MULLIS, Auteur ; Laura FASOLI, Auteur ; Susan LEEKAM, Auteur Article en page(s) : 4 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research indicates that imitation is a promising strategy for early intervention with children who have autism. Using a single case design we studied the effectiveness of an established imitation-based intervention, Intensive Interaction, for two 3-year-olds with autism. Outcome measures were the propensity to give social attention during imitation sessions and during free play with a researcher. Social attention did not increase over the course of the intervention phase for either child or during free play with the researcher. Thus, there was no evidence of intervention effectiveness. En ligne : https://dx.doi.org/10.4172/2165-7890.1000124 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Imitating the Child with Autism: A Strategy for Early Intervention? [Texte imprimé et/ou numérique] / Jane LIDSTONE, Auteur ; Mirko ULJAREVIC, Auteur ; Hilary KANARIS, Auteur ; Julie MULLIS, Auteur ; Laura FASOLI, Auteur ; Susan LEEKAM, Auteur . - 4 p. Langues : Anglais (eng) in Autism - Open Access > 4-1 [01/01/2014] . - 4 p. Index. décimale : PER Périodiques Résumé : Research indicates that imitation is a promising strategy for early intervention with children who have autism. Using a single case design we studied the effectiveness of an established imitation-based intervention, Intensive Interaction, for two 3-year-olds with autism. Outcome measures were the propensity to give social attention during imitation sessions and during free play with a researcher. Social attention did not increase over the course of the intervention phase for either child or during free play with the researcher. Thus, there was no evidence of intervention effectiveness. En ligne : https://dx.doi.org/10.4172/2165-7890.1000124 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

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