Teaching Imitation to Young Children With Disabilities: A Review of the Literature

Abstract

Imitation is a primary means through which children learn new skills. Most children learn to imitate without being taught but some children with disabilities fail to develop or use imitation in the absence of direct instruction. The importance of teaching imitation to children with disabilities has been acknowledged, with studies appearing as early as the 1960s. Although recent studies regarding the nature of imitative abilities in children with disabilities have been published, relatively few intervention studies exist. The purpose of this review was to synthesize the literature on teaching young children with disabilities to imitate. Four distinct intervention types emerged. Suggestions for improving interventions include using specific prompting strategies; embedding instruction across activities; teaching imitation of multiple, salient models; and using reinforcing behaviors and materials. Future research is needed on questions regarding instructional sequence, effective instructional practices, and measurement and promotion of generalized imitation.

Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down Syndrome

“…The literature includes a number of reports that generalization across settings and stimuli is difficult for children with intellectual disabilities, particularly when explicit cues are not provided (e.g., see the review in Ledford & Wolery, 2010). Although limited generalization occurs in most studies, generalization patterns are inconsistent and often quite low, which is consistent with cross modal generalization in the current report.…”

“…Although limited generalization occurs in most studies, generalization patterns are inconsistent and often quite low, which is consistent with cross modal generalization in the current report. Also, children with intellectual disabilities may have difficulty in the generalization of non-language tasks such as motor imitation in addition to language behaviors (Ledford & Wolery, 2010), suggesting that generalization is a more global problem extending beyond word learning. That is, difficulty in cross modal generalization in both expressive and receptive modalities is consistent an overall deficit in generalization abilities in children such as those with DS who display intellectual deficits.…”

A preliminary investigation of fixed and repetitive models during object imitation training

“…Many curriculums designed to help practitioners develop skill programs for children with ASD suggest that imitation training begin with object motor imitation or gross motor imitation (e.g., Maurice et al,1996; Partington, ; Sundberg, ). Ledford and Wolery () also concluded that imitation training should begin with object imitation training. More research is needed to determine if, in fact, it is advantageous to begin imitation training with objects.…”

“…As a first step in this line of inquiry, we elected to focus on object imitation because a number of curriculum guides for children with ASD (e.g., Maurice et al,1996; Partington, ; Sundberg, ) and imitation researchers (Ledford & Wolery, ) recommend that object imitation be taught early in the sequence of imitation training. When practitioners teach object imitation to children with ASD, each target action involves the use of an object, usually a toy.…”

Analysis of Live Modeling Plus Prompting and Video Modeling for Teaching Imitation to Children with Autism

“…One of the most common methods for teaching imitation skills to children with ASD is discrete trial training (DTT; Ledford & Wolery, 2011). In DTT, a therapist presents the child with an instruction, waits for an appropriate response, and provides reinforcement.…”