Generalized Imitation and Response‐class Formation in Children With Autism

Abstract

An experimental analysis ofimitation was conducted to examine the influence ofresponse topography on generalization of imitation across three response types. Four children with autism were presented with both reinforced training trials and nonreinforced probe trials of models from vocal, toy-play, and pantomime response types. The probe trials were used to examine generalization within each response type. A multiple baseline design was used to analyze percentage of matching and nonmatching responses to models across response types. This study, the first to analyze imitative response classes in children with autism, showed that imitation generalized from reinforced training models to nonreinforced probe models within a response type, but it did not generalize across response types. Thus, functional response dasses determined by topographical boundaries were exhibited within generalized imitation.DESCRIPTORS: generalized imitation, vocal responding, toy play, autistic children, response dasses Generalized imitation refers to a dass of responses that temporally follow and are topographically similar to behavior modeled by another person. Because of its possible role in social behavior and language development, imitation has received considerable attention in the research literature. Experimental analyses of imitation have been conducted with normally developing children and in-

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The role of imitation in video-based interventions for children with autism

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