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    The Effects of Parent-Implemented Reciprocal Imitation Training on Autism Spectrum Disorders

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    Genre
    Thesis/Dissertation
    Date
    2016
    Author
    KEOUGH, BRIDGET KEOUGH
    Advisor
    Hantula, Donald A.
    Committee member
    Fisher, Amanda Guld
    Hineline, Philip Neil
    Axelrod, Saul
    Department
    Special Education
    Subject
    Behavioral Sciences
    Autism
    Imitation
    Parent-implemented
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3102
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3084
    Abstract
    A growing body of research indicates imitation is a skill that is significantly impaired in young children with autism spectrum disorders (ASD). Relationships between imitation skills and other social and communication skills, such as joint attention and play, have been discovered, leading early intervention service providers to focus on teaching imitation skills to young children with ASD in order to foster related skill development. Parent-implemented interventions can eliminate or reduce the need for outside service providers, which can reduce costs to families and have been shown to have positive effects on parent mental health. They can also yield similar benefits to therapist-implemented intervention when implemented with a high degree of fidelity. Parent-implemented Reciprocal Imitation Training (RIT) has been effective in increasing both object and gestural imitation skills in young children with ASD. This study aimed to replicate those findings. Three young children with ASD were exposed to parent-implemented RIT in two phases targeting object and gestural imitation, and all three increased their rates of both object and gestural imitation during the intervention.
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