Effect of Sensory Feedback on Immediate Object Imitation in Children with Autism
Abstract
This study examined the effect of sensory feedback (e.g., flashing lights and sound) on the imitation performance of children with autism and typical children group-matched for mental age. Participants were administered an immediate object-imitation task with six novel toys constructed for this study: three with a sensory effect that could be activated by imitating the modeled action and three without a sensory effect. Although overall imitation performance did not differ significantly between the two groups, the imitation performance of the participants with autism was significantly higher with sensory toys than with nonsensory toys. Typical participants' imitation performance did not differ between the two sets of toys. Both groups played significantly more with the sensory toys during free play, indicating that sensory toys were more reinforcing for both groups. Additional results demonstrated that typical children used significantly more social behaviors during imitation than children with autism, but they did not differ in object-oriented behaviors, replicating previous findings. It is argued that children with autism may be less motivated to imitate by social interaction, but may be motivated to imitate to receive a nonsocial reward (sensory feedback).
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Children with ASD may be less motivated by social than non-social rewards.
“This finding is consistent with previous research examining the effect of reward type on task performance, which indicates that children with ASD may be less motivated by social than non-social rewards [480,565-568].”
From Reward circuitry dysfunction in psychiatric and neurodevelopmental disorders and genetic syndromes: animal models and clinical findings (2012) · cites this paper as [566]
Autistic children are less sensitive to social feedback, while they show no deficient sensitivity to non-social feedback.
“These studies all show that, compared to TD children, autistic children are less sensitive to social feedback, e.g. smiling or words of appreciation, while they show no deficient sensitivity to non-social feedback, e.g. money or sensory feedback (Dawson et al., 2002; Garretson et al., 1990; Ingersoll et al., 2003).”
From Error and feedback processing in children with ADHD and children with Autistic Spectrum Disorder: An EEG event-related potential study (2008) · cites this paper as Ingersoll et al., 2003
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- Authors
- Ingersoll, B., Schreibman, L., & Tran, Q. H.
- Affiliations
- University of California San Diego (US)
- Corresponding author
- Ingersoll, Brooke
- ORCID
- Ingersoll, Brooke
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2003-12
- Volume
- 33
- Issue
- 6
- Pages
- 673-683
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- OpenAlex
- W2064006863
- Cited by
- 95
- References
- 39
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 2 · 2022: 2 · 2021: 4 · 2020: 2 · 2019: 8 · 2018: 4 · 2017: 5 · 2016: 5 · 2015: 6 · 2014: 8 · 2013: 6 · 2012: 8
- FWCI
- 0.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health
- National Institute of Mental Health (MH 39434)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Social Psychology › Action Observation and Synchronization
- Keywords
- autism spectrum disorder, sensory feedback, flashing lights, sound, social behavior, free play, reinforcement
- MeSH terms
- Affect, Attention, Autistic Disorder, Child, Child, Preschool, Environment, Feedback, Female, Humans, Imitative Behavior, Male, Play and Playthings, Sensation
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