Department of Speech and Hearing Science, Arizona State University, Phoenix, AZ, USA.
J Autism Dev Disord. 2011 May;41(5):654-66. doi: 10.1007/s10803-010-1086-8.
The inability to imitate is a salient diagnostic marker for autism. It has been suggested that for children with autism, imitation may be a prerequisite skill that can assist in the development of various skills. Using a multiple baseline design across subjects, the purpose of this research was to determine if two interventions, reciprocal imitation training and video modeling were effective in promoting imitation acquisition in young children with autism. Six boys were matched across various features (i.e., age, language, autism severity) and randomly placed in a treatment condition. Results indicated that all six participants increased their imitation skills to varying degrees in both conditions, and imitation maintained and generalized at higher than baseline levels post treatment.
无法模仿是自闭症的一个显著诊断标志。有人认为，对于自闭症儿童来说，模仿可能是一种先决技能，可以帮助他们发展各种技能。本研究采用跨被试的多个基线设计，旨在确定两种干预措施——互惠模仿训练和视频建模是否能有效促进自闭症幼儿模仿能力的习得。根据年龄、语言、自闭症严重程度等各种特征，将 6 名男孩进行匹配，并随机分配到一种治疗条件中。结果表明，在两种条件下，所有 6 名参与者的模仿技能都在不同程度上有所提高，并且模仿在治疗后保持并高于基线水平。
