What makes immediate imitation communicative in toddlers and autistic children?

Nadel, Jacqueline; Pezé, Anna

doi:10.4324/9781315111322-9

Cited by 5 publications

(3 citation statements)

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“…It is not only being immediately responsive, as in being contingently responsive, that is important, but it is also responding with the same behavior that is effective. The data from these studies as well as those from other studies (Dawson & Adams, 1984;Nadel & Peze, 1993) suggest that imitation by adults may be an effective intervention with young nonverbal children with ASD.…”

Section: Imitation Compared With Contingently Responsive Interactionsmentioning

confidence: 52%

Imitation enhances social behavior of children with autism spectrum disorder: A review.

Field

2017

Behavioral Development Bulletin

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This article is a brief review of the literature on the enhancing effects of adult imitating the social behavior of children with autism spectrum disorder (ASD). The studies reviewed show that children with ASD respond more to imitative than to contingently responsive adults. After repeated imitation sessions, the children showed more distal social behaviors (looking, vocalizing), proximal social behaviors (moving close to and touching adult) and more joint attention behaviors as well as less repetitive/stereotypic behaviors during the imitation condition. To determine if any other behaviors of adults encouraged approach behavior by these children, the adults' behaviors were coded. The children approached both more imitative and more playful adults. Interactions between children with autism and their parents suggested that when compared with the imitative adult the parents of children with ASD showed less imitative behavior. The children, in turn, were more imitative with the imitative adult. In another study, parents of children with ASD spent more time demonstrating and directing the children's play and were less imitative. In at least 1 study, however, the children with autism showed more distal and proximal social behaviors with their mothers when their mothers were asked to imitate all the children's behaviors. The literature suggests, then, that children with ASD showed more social and imitative behavior when they were imitated, highlighting the importance of imitation as an effective therapy for these children.

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Section: Imitation Compared With Contingently Responsive Interactionsmentioning

confidence: 52%

Imitation enhances social behavior of children with autism spectrum disorder: A review.

Field

2017

Behavioral Development Bulletin

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“…In one study comparing the same dyads aged 24 months when presented with 10 duplicate objects and 20 different objects, it was possible to show, while coding 31.875 s of protocols: that holds of similar objects lasted far longer than holds of different objects (M = 31 vs. 13 s); that attention to the partner's action was far higher with similar objects in the hands (67 vs. 48%); that holds and discards were mostly simultaneous with similar objects (less than one second discard) while they were unrelated with different objects in the hands; and that the partners take turns with high degrees of symmetry between imitate and be imitated. Indeed, in this experimental condition, a genuine communicative system takes place that shows the three features of any communication format: turn-taking, joint attention, and synchrony (Nadel and Pezé, 1993). Since being imitated acts as a nebulization of oxytocin for affiliative behavior in persons with ASD (Delaveau et al, 2015), we can predict that synchronic imitation will impact on affiliative processes, during joint music-making with similar musical objects.…”

Section: Imitation With Double Identical Sound Objectsmentioning

confidence: 90%

“…Given that synchrony is the primary vehicle of emotional communication, and that synchronic imitation offers an ideal way to learn and communicate at the same time, we propose to use the procedure designed by Nadel with sound objects. Nadel's team developed a large series of experiments in order to test the existence of a non-verbal format of communication via synchronic imitation prior to language (see for instance Nadel and Badonnière, 1882;Nadel and Pezé, 1993;Nadel, 2002Nadel, , 2014. To allow synchrony to spontaneously take place, identical objects were presented to dyads aged 15, 18, 21, 24, and 30 months and triads aged 30, 36, and 42 months.…”

Section: Imitation With Double Identical Sound Objectsmentioning

confidence: 99%

Shall We Play the Same? Pedagogical Perspectives on Infants’ and Children’s Imitation of Musical Gestures

et al. 2020

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Imitation, both gestural and vocal, has been acknowledged to be at the origin of human communication (Donald, 1991). Music is often considered to be the first means of communication of emotion via both vocal and gestural synchronization (Malloch, 1999; Malloch and Trevarthen, 2009). Instrumental music is part of the human heritage for more than 35,000 years before our era (Aimé et al., 2020). However, very little is known about the acquisition of gestures that produce sounds (i.e., musical gestures) and their role in the development of music and musicality. In the present paper, we propose that studying early synchronous imitation of musical gestures is essential both for investigating the development of the early action-perception system and for outlining early music interventions during infancy. We designed double musical objects which can be used in preschool music education for prompting synchronic imitation of musical gestures between adult and child, and between dyads of infants. We conclude by proposing a novel pedagogical perspective in music education for the early years which links the privileged orientation of infants and children towards sound discoveries with the development of perception-action coupling via imitation of musical gestures.

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Distinct social behavior and inter-brain connectivity in Dyads with autistic individuals

Moreau,

Brun,

Ayrolles

et al. 2024

Social Neuroscience

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What makes immediate imitation communicative in toddlers and autistic children?

Cited by 5 publications

References 1 publication

Imitation enhances social behavior of children with autism spectrum disorder: A review.

Imitation enhances social behavior of children with autism spectrum disorder: A review.

Shall We Play the Same? Pedagogical Perspectives on Infants’ and Children’s Imitation of Musical Gestures

Distinct social behavior and inter-brain connectivity in Dyads with autistic individuals

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