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The aim of this study was to evaluate the effects of repeated sessions of imitation on the social initiations and responsiveness of children with autism. Twenty non-verbal preschool children were randomly assigned to an imitation or contingently responsive playgroup. The procedure consisted of four phases, each of 3 minutes duration. In the first phase, the child entered the room alone. An unfamiliar adult sat still like a statue with an expressionless face. In the second phase, the adult either imitated all of the child's behaviours or was contingently responsive to the child's behaviours. During the third phase, the adult sat still again. In the fourth phase there was spontaneous play interaction between the adult and the child. |
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