This study examined the effects of adult imitation and adult playfulness on the imitation, social attention and initiation of new behaviours by non‐verbal preschoolers with autism. Videotapes taken from a previous study were recoded for the adult's imitation and playful behaviour and the children's imitation, social attention (looking at the adult's actions) and initiation of new behaviours. In the original study, twenty non‐verbal, 4‐ to 6‐year‐old children with autism were randomly assigned to an imitation or a contingent responsivity group. Both groups of children engaged in an intervention phase (during which the adult imitated the children or contingently responded to them) and a subsequent spontaneous play phase (during which the adult interacted spontaneously with the children). ANOVA for the current study revealed that the imitation group children versus the contingent responsivity group children spent a greater percent time showing social attention and initiating new behaviours during the intervention phase and showing social attention and imitating the adult's behaviours during the subsequent spontaneous play phase. A correlation analysis yielded significant correlations between the percent time the adult imitated the child during the intervention phase and the percent time the child showed social attention during the same intervention phase and imitating the adult during the subsequent spontaneous play phase. Adult imitation and playfulness during the spontaneous play phase were also correlated with the children's social attention during that phase. Copyright © 2013 John Wiley & Sons, Ltd.

This study examined the effects of adult imitation on three joint attention behaviors of nonverbal preschoolers with autism including referential looking, gaze following and gesturing to the adult. Videotapes taken from a previous study were recoded for the adult's imitation behavior and the children's joint attention behaviors (Field, Field, Sanders, & Nadel, 2001). In the original study, twenty nonverbal, 4 -6-yearold children with autism were randomly assigned to one of two groups, an imitation or a contingent responsivity group. Both groups of children engaged in an intervention play phase during which the adult imitated the children or contingently responded to them and a subsequent spontaneous play phase. ANOVAs revealed that the imitation group children versus the contingent responsivity group children spent a greater percent time looking at the adult during the intervention phase and looking at the adult and following the adult's gaze during the spontaneous play phase. A correlation analysis on the data collapsed across the 2 groups yielded significant correlations between adult imitation during the intervention phase and referential looking and gaze following during the spontaneous play phase. Overall, these results revealed that adults imitating preschoolers with autism elicited joint attention behaviors, highlighting the value of imitation as an intervention.

Researchers have documented the positive effects of adult imitation on the social and joint attention behaviors of children with autism spectrum disorder. In the current study videotapes from an archival data base were recoded to address the effects of imitation on the children's stereotypic/ repetitive behavior and their behavior directed toward the adult and the toys. In the original study, the children with autism spectrum disorder (N = 24) were videotaped in a playroom that featured 2 sets of the same toys and a seated, still-face adult for 3 minutes. This was followed by a 3-minute period of the adult imitating all of the child's behaviors/actions. Another seated, stillface adult segment followed (3 min), and finally a spontaneous play period (3 min). During the second still-face following the imitation period versus the first still-face period, the children spent more time touching the adult, and touching and playing with the toys. During the imitation versus the spontaneous play session the children showed less stereotypic/repetitive behavior including less time bringing the toys to the face and making autistic-like sounds. These data suggest that imitation by the adult led to less stereotypic/repetitive behavior by the children with autism spectrum disorder and more engaging behavior including both touching the adult and touching and playing with the toys.

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