Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism
Open accessAbstract
Children with autism exhibit significant deficits in imitation skills. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, was developed to teach young children with autism to imitate during play. This study used a randomized controlled trial to evaluate the efficacy of RIT on elicited and spontaneous imitation skills in 21 young children with autism. Results found that children in the treatment group made significantly more gains in elicited and spontaneous imitation, replicating previous single-subject design studies. Number of spontaneous play acts at pre-treatment was related to improvements in imitation during the intervention, suggesting that children with a greater play repertoire make greater gains during RIT.
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Both of the comprehensive intervention programs (Early Start Denver Model and UCLA/Lovaas model) and the 4 targeted interventions (focusing on social communication or imitation skills) exhibited significantly improved outcomes relative to comparison groups after therapeutic durations of 8 weeks to 2 to 3 years.
“both of the comprehensive intervention programs (Early Start Denver Model [ESDM] and the UCLA/Lovaas model) and the 4 targeted interventions (focusing on social communication or imitation skills) exhibited significantly improved outcomes relative to comparison groups after therapeutic durations of 8 weeks to 2 to 3 years.”
From Early Intervention for Children With Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research (2015) · cites this paper as [19]
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References 44 · Cited by 210
Research works printed but not linked: 2
- Seibert JM, Hogan AE, Mundy PC. Assessing interactional competencies: The early socialcommunication scales. Infant Mental Health Journal. 1982; 3(4):244-245.
- Zimmerman, IL.; Steiner, VG.; Pond, RE. Preschool Language Scale. 4th Edition. San Antonio, TX: The Psychological Corporation; 2002.
- Authors
- Ingersoll, B.
- Affiliations
- Michigan State University (US)
- Corresponding author
- Ingersoll, Brooke
- ORCID
- Ingersoll, Brooke
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2010-02-13
- Volume
- 40
- Issue
- 9
- Pages
- 1154-1160
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- PMC
- PMC3686149
- OpenAlex
- W2019132155
- Cited by
- 210
- References
- 44
- Citations by year
- 2026: 10 · 2025: 13 · 2024: 12 · 2023: 7 · 2022: 10 · 2021: 21 · 2020: 16 · 2019: 15 · 2018: 18 · 2017: 14 · 2016: 10 · 2015: 16 · 2014: 20 · 2013: 6 · 2012: 12
- FWCI
- 5.24
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Autism Speaks (ASCN5020)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- imitation skills, autism spectrum disorder, elicited imitation, spontaneous imitation, naturalistic intervention, play, young children, imitation deficits
- MeSH terms
- Autistic Disorder, Child, Preschool, Female, Humans, Imitative Behavior, Infant, Male, Pilot Projects, Play and Playthings, Teaching, Treatment Outcome
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