The Impact of Object and Gesture Imitation Training on Language Use in Children With Autism Spectrum Disorder
The Impact of Object and Gesture Imitation Training on Language Use in Children With Autism Spectrum Disorder
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DOI：
10.1044/1092-4388(2009/09-0043
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发表时间：
2010-08-01
影响因子：
2.6
通讯作者：
Lalonde, Katherine
中科院分区：
文献类型：
--
作者：
Ingersoll, Brooke;Lalonde, Katherine
目的：互惠模仿训练（RIT）是一种在社会交际环境中对自闭症谱系障碍（ASD）儿童进行模仿训练的自然主义行为干预。RIT已被证明在自发的、一般化的物体模仿和手势模仿方面是有效的。此外，模仿能力的提高与口头模仿和自发语言的增加有关。方法：本研究采用改进的多基线设计，对4名儿童进行研究，以检验增加手势模仿训练是否能提高已经参加过物体模仿训练的ASD儿童的整体语言恰当使用率。结果：4名儿童中有3名在开始手势模仿后，在适当语言的使用上有较大的改善。此外，孩子们在手势模仿训练中比在物体模仿训练中更有可能使用语言模仿。结论：这些研究结果表明，在物体模仿训练中加入手势模仿训练比单独模仿物体更能提高语言使用率。讨论了语言发展和早期干预的意义。
Purpose: Reciprocal imitation training (RIT) is a naturalistic behavioral intervention that teaches imitation to children with autism spectrum disorder (ASD) within a social-communicative context. RIT has been shown to be effective at teaching spontaneous, generalized object and gesture imitation. In addition, improvements in imitation are associated with increases in verbal imitation and spontaneous language.Method: This study used a modified multiple-baseline design across 4 children to examine whether adding gesture imitation training improves the overall rate of appropriate language use in children with ASD who have already been participating in object imitation training.Results: Three of the 4 children showed greater improvements in their use of appropriate language after gesture imitation was begun. Further, the children were more likely to use verbal imitation during gesture imitation training than during object imitation training.Conclusion: These findings suggest that adding gesture imitation training to object imitation training can lead to greater gains in rate of language use than object imitation alone. Implications for both language development and early intervention are discussed.