Imitation performance in toddlers with autism and those with other developmental disorders

Rogers, Sally J.; Hepburn, Susan; Stackhouse, Tracy; Wehner, Elizabeth A.

doi:10.1111/1469-7610.00162

Cited by 550 publications

(442 citation statements)

References 80 publications

(100 reference statements)

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“…These findings are in accordance with those of earlier studies that identified nonverbal cognition [Thrum et al, 2007], play [Rogers et al, 2003;Yoder, 2006], RL, and consonant production [Wetherby et al, 2007] as predictors of later language outcome. These findings suggest the importance of including treatments targeted at the full range of these domains be incorporated into early intervention programs for children with ASD.…”

Section: Discussionsupporting

confidence: 93%

“…Significant relationships have been found between early joint attention and later language development in preschool children with ASD [e.g., Charman et al, 2003;Dawson et al, 2004;Mundy, Sigman, & Kasari, 1990;, for example. Rogers, Hepburn, Stackhouse, and Wehner [2003] found relations between imitation and later language. Toth et al, [2006] reported on children with ASD seen first at an average age of 42 months and followed to five years of age.…”

Section: Introductionmentioning

confidence: 92%

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Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

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Thirty-seven children 15-25 months of age received clinical diagnoses of autism spectrum disorder (ASD) and were reevaluated two years later. All subjects were judged to have retained a diagnosis of ASD at the follow-up evaluation. Communication scores for the group as a whole during the first visit were significantly lower than nonverbal IQ. However, by the second visit, verbal and nonverbal scores were no longer significantly different. The group was divided into two subgroups, based on expressive language (EL) outcome at the second visit. The two groups were similar in the second year of life in terms of expressive communication skills and autistic symptoms, except for a trend toward more stereotypic and repetitive behavior in the worse outcome group. By the second visit, however, the groups differed significantly on all standard measures of expression and reception, as well as on autistic symptomotology and nonverbal IQ. When assessed during their second year, children who ended up in the better outcome group showed higher average nonverbal cognitive level, receptive language (RL) scores, number of sounds and words produced, use of symbolic play schemes, and response to joint attention bids. Regression analysis revealed that the variables for which significant differences between the two outcome groups in their second year of life were found provided significant prediction of EL outcome at age four. Stepwise regression identified RL and presence of stereotypic and repetitive at the first visit as significantly associated with EL outcome. Implications of these findings for early identification and intervention are discussed.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 92%

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

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“…This finding is consistent with results of Rogers et al (2003). In addition, the use of age-specific imitation tasks has ruled out possible ceiling effects.…”

Section: Discussionsupporting

confidence: 91%

“…The research group of Aldridge et al (2000) concluded that mentally impaired preschoolers with autism were poorer on bodily imitation, but better on procedural imitation than mental age matched typically developing infants (Aldridge et al 2000). Contrarily, Rogers et al (2003) found in toddlers with autism, compared to both typically developing and developmentally delayed peers, impairments in facial and procedural imitation, but not in gestural imitation (Rogers et al 2003).…”

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confidence: 99%

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Imitation Assessment and Its Utility to the Diagnosis of Autism: Evidence from Consecutive Clinical Preschool Referrals for Suspected Autism

Vanvuchelen

Roeyers

Weerdt

2010

J Autism Dev Disord

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The present study sought to examine imitation difficulties as a risk factor for autism. Imitation aptitude was examined in 86 preschoolers suspected of autism (1.9-4.5 years) using the Preschool Imitation and Praxis Scale (PIPS). Differences between imitation, language, motor age-equivalents and nonverbal mental age were used to predict the diagnosis of autism. Multidisciplinary team diagnoses and ADOS-G classifications were used to differentiate children with autism spectrum disorders and non-spectrum developmental disorders. Two factors were found to be significantly associated with autism using simple logistic regression analyses: procedural imitation delay and receptive language delay. In a multivariable setting, only procedural imitation delay remained a significant predictor of autism. Results are new to the literature and require replications.

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Social Development in Autism

Carter¹,

Davis²,

Klin³

et al. 2005

Handbook of Autism and Pervasive Developmental Disorders

159

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Imitation performance in toddlers with autism and those with other developmental disorders

Cited by 550 publications

References 80 publications

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Imitation Assessment and Its Utility to the Diagnosis of Autism: Evidence from Consecutive Clinical Preschool Referrals for Suspected Autism

Social Development in Autism

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